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ORIGINAL ARTICLE
Year : 2019  |  Volume : 7  |  Issue : 2  |  Page : 52-55

Evidence-based education system: Self-reflection and a case study from an undergraduate medical student of Sumandeep Vidyapeeth


1 Final Year MBBS Student, SBKS MI & RC, Vadodara, Gujarat, India
2 Department of Dermatology, SBKS MIRC, Sumandeep Vidyapeeth, Vadodara, Gujarat, India
3 Department of Community Medicine, Dr.N.D.Desai ,Faculty of Medical Sciences and Research, Dharmsinh Desai University, Nadiad, Gujarat, India
4 Depatment of Community Medicine, SBKS MIRC, Sumandeep Vidyapeeth , Vadodara, Gujarat, India

Correspondence Address:
Dr. Som J Lakhani
Department of Dermatology, SBKS MIRC, Sumandeep Vidyapeeth, Piparia, Vadodara, Gujarat
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/JIHS.JIHS_23_19

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Prologue: Evidence-based medicine is a medical technological advancement which promulgates decision-making for the care of individual patient which is scientific, proven, evidence-based, recent, and rational. This is possible because of the advancement in information generation and dissemination technology. Aim and Objective: The aim of the study was to generate evidence; this learning experience is presented. This research article is a case study and self-reflection of my experiences which has evolved in the stepwise fashion of my learning experience through a system of Evidence-based Education System (EBES). Methodology: Qualitative as well as quantitative assessment of EBES is done by sharing my experience, as a medical student of the past 4 years at Sumandeep Vidyapeeth deemed to be University. A detail examination of the system, the role of the teacher/facilitator, and its components are studied and presented. Results: It was a difficult concept for a novice; however, overtime, I started solving jigsaw puzzle inform of grasping medical concepts better. My concept of textbook and class room learning was metamorphosed in additional learning in the form of problem-based learning and raising a query for better understanding. I started understanding classroom lectures better when certain terms were used by the medical teacher such as “RCT,” “PICO analysis,” “Meta-analysis,” “Level of evidence,” “Class of recommendation,” and “Cochrane review”. Conclusion: EBES is a novel system which encompasses a vista of principles of evidences in the whole teaching–learning process which is interwoven in the curriculum in a manner which has benefited me and also will benefit other medical students.


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