Läkarstudenters beredskap för vetenskapligt baserat arbete
(2025) In Läkartidningen 122.- Abstract
Several of the requirements for obtaining a medical degree according to the Swedish Higher Education Ordinance illustrate the scientific basis of the profession, and systematic reviews as well as health technology assessments (HTA) constitute cornerstones in evidence-based medicine. In this study, medical students' experience of scientific education related to the profession was explored, and their knowledge achieved was sampled by five multiple-choice questions (MCQ). A total of 433 out of 641 students attending the final semester in six medical schools in Sweden participated (response rate: 68%). Most of them experienced that a majority of the scientifically related learning outcomes for the medical degree had been adequately... (More)
Several of the requirements for obtaining a medical degree according to the Swedish Higher Education Ordinance illustrate the scientific basis of the profession, and systematic reviews as well as health technology assessments (HTA) constitute cornerstones in evidence-based medicine. In this study, medical students' experience of scientific education related to the profession was explored, and their knowledge achieved was sampled by five multiple-choice questions (MCQ). A total of 433 out of 641 students attending the final semester in six medical schools in Sweden participated (response rate: 68%). Most of them experienced that a majority of the scientifically related learning outcomes for the medical degree had been adequately examined. Regarding the steps of a systematic review, 60% stated that they had been trained to define a specific research question, 64% to find relevant literature according to such a specific research question, 72% to assess scientific articles according to a checklist, 40% to compile results from several studies, and 35% to assess the certainty of evidence according to GRADE. Only 6% stated that they had received education regarding HTA, a factor that was strongly associated with students' perception that they had obtained adequate skills regarding how patient work is based on scientific evidence (adjusted odds ratio [OR] 14.1; 95% CI 1.80-110). Such an association was also found for credit-awarded hands-on evidence-related learning activities during clinical courses (OR 2.72; 95% CI 1.02-7.24). The median student answered 3 of 5 MCQs correctly. The results of a case/control study, a forest plot, and the concept of cost-effectiveness were frequently interpreted erroneously. In conclusion, several aspects of the scientific basis for professional life as a medical doctor seem to be well covered in the medical degree program, whereas others deserve increased attention.
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- author
- Mossberg, Karin ; Garwicz, Martin LU ; Henriksson, Pontus ; Möller, Riitta ; Naumburg, Estelle ; Wahlberg, Jeanette and M Wallerstedt, Susanna
- organization
- alternative title
- Preparing for patient work founded on evidence in medical school - a questionnaire study on final-year medical students
- publishing date
- 2025-01-08
- type
- Contribution to journal
- publication status
- published
- subject
- in
- Läkartidningen
- volume
- 122
- publisher
- Swedish Medical Association
- external identifiers
-
- scopus:85215757564
- pmid:39810472
- ISSN
- 0023-7205
- language
- Swedish
- LU publication?
- yes
- id
- f22739cc-65a5-4d34-92a7-11f9fc7ad07b
- date added to LUP
- 2025-05-28 09:24:11
- date last changed
- 2025-07-09 13:10:00
@article{f22739cc-65a5-4d34-92a7-11f9fc7ad07b,
abstract = {{<p>Several of the requirements for obtaining a medical degree according to the Swedish Higher Education Ordinance illustrate the scientific basis of the profession, and systematic reviews as well as health technology assessments (HTA) constitute cornerstones in evidence-based medicine. In this study, medical students' experience of scientific education related to the profession was explored, and their knowledge achieved was sampled by five multiple-choice questions (MCQ). A total of 433 out of 641 students attending the final semester in six medical schools in Sweden participated (response rate: 68%). Most of them experienced that a majority of the scientifically related learning outcomes for the medical degree had been adequately examined. Regarding the steps of a systematic review, 60% stated that they had been trained to define a specific research question, 64% to find relevant literature according to such a specific research question, 72% to assess scientific articles according to a checklist, 40% to compile results from several studies, and 35% to assess the certainty of evidence according to GRADE. Only 6% stated that they had received education regarding HTA, a factor that was strongly associated with students' perception that they had obtained adequate skills regarding how patient work is based on scientific evidence (adjusted odds ratio [OR] 14.1; 95% CI 1.80-110). Such an association was also found for credit-awarded hands-on evidence-related learning activities during clinical courses (OR 2.72; 95% CI 1.02-7.24). The median student answered 3 of 5 MCQs correctly. The results of a case/control study, a forest plot, and the concept of cost-effectiveness were frequently interpreted erroneously. In conclusion, several aspects of the scientific basis for professional life as a medical doctor seem to be well covered in the medical degree program, whereas others deserve increased attention.</p>}},
author = {{Mossberg, Karin and Garwicz, Martin and Henriksson, Pontus and Möller, Riitta and Naumburg, Estelle and Wahlberg, Jeanette and M Wallerstedt, Susanna}},
issn = {{0023-7205}},
language = {{swe}},
month = {{01}},
publisher = {{Swedish Medical Association}},
series = {{Läkartidningen}},
title = {{Läkarstudenters beredskap för vetenskapligt baserat arbete}},
volume = {{122}},
year = {{2025}},
}