Celebrating 30 years of Teaching Evidence-Based Medicine
We’re now reaching the end of our 30th year of the Centre for Evidence-Based Medicine and Nuffield Department of Primary Care Health Sciences training health professionals and educators in the science and art of teaching evidence-based medicine. In celebration of this, we’ve asked those individuals who’ve made an invaluable contribution over the years for their fondest memories, and why they feel this teaching is as relevant today as it was right at the start…
David Nunan
University of Oxford
Thirty years ago, leaders in our field recognised the importance of helping medical educators teach EBM and successfully established a platform for this in Oxford. Now the focus turns to the wider healthcare education ecosystem, providing educators with the knowledge and skills to lead in the development, design, and delivery of effective evidence-based practice programmes for the next generation of health professionals.
My fondest memory of Oxford’s teaching EBM course is the unwavering passion and dedication of the incredible faculty who have supported it over the years. Their commitment not only to the subject matter but also to inspiring others to begin their own EBM journeys has profoundly influenced me as an educator.
Annette Pluddemann
University of Oxford
One of my favourite things about being involved in the CEBM Teaching EBM course for the last 15 years, first as a participant and then as a tutor, has been meeting people from all over the world who are interested in teaching EBM. I have learned so much from hearing about different people’s perspectives, approaches to teaching, and experiences with teaching and practicing EBM in different countries and environments.
Peter Gill
The Hospital for Sick Children Toronto
Teaching evidence-based practice is more important than ever today. It is critical to teach students and healthcare professionals how to think critically, how to ask the right question, how to critically read and appraise studies, and how to ensure that patient perspectives and values are embedded into clinical decision-making.
It’s hard to pick only one fondest memory of the TEBM course, as there are so many. From the interactive and engaging small group break-out sessions practicing new teaching skills, and meeting other EBM teachers from around the world, to inspiring lectures and formal dinners at a hall (and a few pints at the pub). I always left inspired and motivated to be a better teacher.
Sharon Mickan
Bond University
My fondest memory of Oxford’s Teaching Evidence-Based Medicine (EBM) course is the way in which we were all modelling learning though teaching. As tutors, we supported each other to facilitate individuals in our groups to summarise and present their practical knowledge succinctly. We often had to modify our facilitation to ensure positive learning experiences for all. I was energised to see how every individual learned from and with each other, every day, and across the full spectrum of EBP. I was also proud of the fact that we were helping others to consolidate the academic knowledge and techniques of EBP in practical strategies. Our participants were able to discuss and ultimately explain why EBP was important to their own practice.
Martin Dawes
The University of British Columbia
I think my fondest memory was day one of the first course. Dave Sackett sitting on a desk with all the students and tutors doing something that have never been done before. It was jumping off a cliff time.
Why [Evidence-Based Medicine]: Covid, SARS, H1N1, Ozempic, Immunotherapy. Whether it is the patient, or the health care system it is so easy for the evidence to take second fiddle to the biases.
Sharon Strauss
University of Toronto
During the COVID-19 pandemic, we witnessed the growing challenges of misinformation and disinformation worldwide. These challenges highlight the importance of critical thinking and being able to understand scientific evidence to inform our decisions as members of the public, clinicians, and policy makers amongst others. All of us need skills in critically appraising the evidence and teaching these skills is imperative.
Ami Banerjee
University College London
I was very fortunate to have participated in the teaching EBM course at Oxford at an early stage in my clinical and research career. It was then, and is still now, leading in thought and action in this area. As a participant and later as a faculty member, I was always struck by the diversity of experiences and expertise of the faculty, showing how wide the reach and the practical application of EBM is. It is not an exaggeration to say that this course set me on a journey in education, evidence-based clinical practice and data science.
In an age where risks of misinformation, miseducation and miscommunication are greater than ever, this course in teaching EBM remains relevant and vibrant. The need for teachers and practitioners of evidence-based healthcare continues to grow, and this course will, I hope, continue to be at the forefront of addressing this need.
Marcy McCall MacBain
McCall MacBain Foundation
The teaching of Evidence-Based Health Care remains a high-priority today because practicing Evidence-Based Healthcare has never been so complex. This program helps health professionals discern priorities in research, to keep the patient at the center of decision-making, and ultimately shapes better decisions in all aspects of disease prevention and health care delivery.
My fondest memory of Oxford’s teaching EBM course is the first one ever attended. Following a revelatory 3-day workshop in 2010, I left inspired by the faculty’s unique ability to teach relevant concepts and key skills in EBM practice. On the way home from that workshop, I started filling out my application to do a DPhil in EBHC from Geneva, Switzerland. Nearly 15 years on, the same teaching team at Oxford and members of the CEBM remain on my list of favourite people on the planet.
Jeremy Howick
University of Leicester
I was a junior academic, having completed my PhD a few years previous, I had the privilege of spending three days in a small group led by a famous EBM researcher (Sharon Strauss). This was inspirational, memorable, and I have adapted the model for our “Educating for Empathy” course at the Stoneygate Centre for Empathic Healthcare.
Evidence-based practice is perhaps more important today than it ever was. The pandemic showed us that the quality of evidence for interventions seems to be declining, and in many domains, the relative importance of empirical evidence is declining in comparison with (often, unreliable) theories.
Nia Roberts
University of Oxford
Fondest memories include attending as a librarian facilitator when the 5-day course was at St Hugh's, being part of the same group of learners for a week and seeing their confidence and teaching skills develop in a short space of time.
Information and research are increasingly easy to access with a quick search via a search engine or AI tool seemingly able to give us an answer without much thought or effort. However, the ability to ask the right question and to evaluate the value, trustworthiness and relevance of the information presented as an answer is as important as ever.
Celebrating 30 Years of Oxford’s Teaching Evidence-Based Medicine course: Reflections and the Road Ahead
Join us for a special event celebrating 30 years of the Teaching Evidence-Based Medicine course at the Oxford Centre for Evidence-Based Medicine (CEBM). Hear from CEBM tutors who have shaped the course reflect on their experiences and share their visions for the next 30 years of teaching evidence-based medicine. Monday 16 September 6pm - 7.15pm at Kellogg College, Oxford book via the Eventbrite link here or watch remotely via the Vimeo link here.