Undergraduate courses of evidence-based medicine in Peruvian medical schools: Characteristics and addressed topics
Background Medical schools are increasingly including evidence-based medicine (EBM) courses in their curricula. However, little is known about the characteristics of these courses in Peru. Therefore, the present study aimed to describe the characteristics and topics addressed by undergraduate course...
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Elsevier Ltd
2023
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| _version_ | 1881508889185222656 |
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| author | Alarcon-Ruiz, Christoper A. Soriano Moreno, David Taype-Rondán, Álvaro Renzo |
| author_browse | Alarcon-Ruiz, Christoper A. Soriano Moreno, David Taype-Rondán, Álvaro Renzo |
| author_facet | Alarcon-Ruiz, Christoper A. Soriano Moreno, David Taype-Rondán, Álvaro Renzo |
| author_sort | Alarcon-Ruiz, Christoper A. |
| collection | Producción científica |
| description | Background Medical schools are increasingly including evidence-based medicine (EBM) courses in their curricula. However, little is known about the characteristics of these courses in Peru. Therefore, the present study aimed to describe the characteristics and topics addressed by undergraduate courses on EBM in Peruvian medical schools, and to compare the content of these courses with predefined EBM competencies. Methods We conducted a cross-sectional study. We obtained the syllabi of undergraduate EBM courses from all medical schools for the latest year available. We extracted their characteristics and categorized the topics they included according to the five steps necessary to apply EBM, divided into 22 competencies. Results In 2021, Peru had 47 universities with active undergraduate medical schools, of which 9 (19.1%) had EBM courses. These courses were not mandatory in three of the universities, and were typically offered between the 2nd and 5th year of the degree program. When analysing the topics covered in the syllabi, we found that they addressed 7 to 13 of the 22 core competencies evaluated. The least addressed topics belonged to steps 4 (apply) and 5 (evaluate) of the EBM process. Conclusion We found that few Peruvian universities offer EBM courses, and that these courses have heterogeneous characteristics, with syllabi that do not include all essential topics for applying the five steps of EBM. |
| format | Article |
| id | oai:cris.upeu.edu.pe:20.500.15037/3011 |
| institution | UPeU |
| language | English |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Elsevier Ltd |
| publisherStr | Elsevier Ltd |
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| spelling | oai:cris.upeu.edu.pe:20.500.15037/30112026-10-30T17:10:21ZUndergraduate courses of evidence-based medicine in Peruvian medical schools: Characteristics and addressed topicsAlarcon-Ruiz, Christoper A.Soriano Moreno, DavidTaype-Rondán, Álvaro RenzoMedicalUndergraduateEducationPeruCurriculumevidence-based medicineCompetency-based EducationBackground Medical schools are increasingly including evidence-based medicine (EBM) courses in their curricula. However, little is known about the characteristics of these courses in Peru. Therefore, the present study aimed to describe the characteristics and topics addressed by undergraduate courses on EBM in Peruvian medical schools, and to compare the content of these courses with predefined EBM competencies. Methods We conducted a cross-sectional study. We obtained the syllabi of undergraduate EBM courses from all medical schools for the latest year available. We extracted their characteristics and categorized the topics they included according to the five steps necessary to apply EBM, divided into 22 competencies. Results In 2021, Peru had 47 universities with active undergraduate medical schools, of which 9 (19.1%) had EBM courses. These courses were not mandatory in three of the universities, and were typically offered between the 2nd and 5th year of the degree program. When analysing the topics covered in the syllabi, we found that they addressed 7 to 13 of the 22 core competencies evaluated. The least addressed topics belonged to steps 4 (apply) and 5 (evaluate) of the EBM process. Conclusion We found that few Peruvian universities offer EBM courses, and that these courses have heterogeneous characteristics, with syllabi that do not include all essential topics for applying the five steps of EBM.Article10.1016/j.heliyon.2023.e133202-s2.0-85147826465https://hdl.handle.net/20.500.15037/3011enHeliyonHeliyon2405-8440Elsevier Ltd2023-01-302026-06-27T02:35:19Z2026-06-27T02:35:19Z |
| spellingShingle | Medical Undergraduate Education Peru Curriculum evidence-based medicine Competency-based Education Alarcon-Ruiz, Christoper A. Soriano Moreno, David Taype-Rondán, Álvaro Renzo Undergraduate courses of evidence-based medicine in Peruvian medical schools: Characteristics and addressed topics |
| title | Undergraduate courses of evidence-based medicine in Peruvian medical schools: Characteristics and addressed topics |
| title_full | Undergraduate courses of evidence-based medicine in Peruvian medical schools: Characteristics and addressed topics |
| title_fullStr | Undergraduate courses of evidence-based medicine in Peruvian medical schools: Characteristics and addressed topics |
| title_full_unstemmed | Undergraduate courses of evidence-based medicine in Peruvian medical schools: Characteristics and addressed topics |
| title_short | Undergraduate courses of evidence-based medicine in Peruvian medical schools: Characteristics and addressed topics |
| title_sort | undergraduate courses of evidence based medicine in peruvian medical schools characteristics and addressed topics |
| topic | Medical Undergraduate Education Peru Curriculum evidence-based medicine Competency-based Education |
| topic_facet | Medical Undergraduate Education Peru Curriculum evidence-based medicine Competency-based Education |
| url | https://hdl.handle.net/20.500.15037/3011 |
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