Celebrating 30 Years of Oxford’s Teaching Evidence-Based Medicine: Reflections and the Road Ahead

A Legacy of Innovation and Evolution

The Teaching EBM course, now entitled Teaching Evidence-Based Practice and which I am proud to lead, was a pioneering effort in reimagining how medicine is practiced. Initially, it aimed to shift the focus of clinical decision-making to be based on the best available evidence, a revolutionary idea at the time. Over the years, the course has continually adapted, integrating new insights, technologies, and methodologies while maintaining its core principles: evaluating the quality of evidence, considering the totality of the evidence, and incorporating human values into decision-making.

EBM 2.0: A Call for Transformation

In my previous discussions on the need for EBM 2.0, I emphasised the necessity of moving beyond teaching of traditional EBM practices. EBM 2.0, now more aptly called Evidence-Based Health Care (EBHC), reflects the interdisciplinary nature of modern healthcare. It recognises that decision-making in healthcare is not just about following evidence but about being informed by it, while also considering the broader context, including human values and systemic challenges. This new era of EBHC calls for a more dynamic approach, one that approaches a broader spectrum of evidence, such as routinely collected data, modelling, behavioural and qualitative research with a more considered and sophisticated understanding of their strengths and weaknesses. These elements must be integrated into the teaching of future generations, ensuring they are equipped to handle the complexities of modern healthcare.

The COVID-19 pandemic has served as a powerful reminder of the importance of evidence-based practice, highlighting both the strengths and weaknesses of current approaches. The pandemic produced some of the best examples of rapid, high-quality evidence acquisition, such as the RECOVERY trial, but also underscored the dangers of acting on unfit evidence and failing to communicate uncertainties effectively.

The Teaching Evidence-Based Practice course has always been about preparing healthcare professionals to navigate such challenges. As we move forward, the course will continue to evolve, incorporating lessons from the pandemic and the principles of EBM 2.0 to better prepare students for future crises.

Professionalising the Education of EBM/EBHC

A key element in advancing EBHC education has been addressing the need for a more structured and professional approach to teaching and curriculum development. In the scoping review conducted by Alexandra Halalau, Gordon Guyatt, and colleagues, they highlighted the lack of attention to curriculum development principles in EBM education, often due to insufficient training among curriculum developers. This gap has been filled by our Postgraduate Certificate in Teaching Evidence-Based Health Care and subsequently our new MSc in EBHC Teaching and Education programme. These programmes are designed to professionalise the teaching and education of EBHC, equipping educators with the skills necessary to lead and innovate in this field. Moreover, these programmes support learners in achieving professional recognition through Advanced HE accreditation, further underscoring our commitment to advancing the quality and impact of EBHC education.

Preparing for the Future

As we look to the future, the next generation of EBHC educators must be ready to embrace new technologies, interdisciplinary collaboration, and evolving evidence ecosystems. This includes leveraging big data and AI, balancing the strengths of online education with the benefits of in-person learning, and addressing the ethical implications of new scientific advancements. Our EBHC teaching and education courses and programmes will continue to lead the way in these areas, ensuring that its graduates are not only well-versed in the principles of EBHC but are also equipped to innovate and adapt in a rapidly changing healthcare environment.

A Call to Action

The 30th anniversary of the Teaching Evidence-Based Practice course is not just a time for reflection but a call to action. As we move into the future, the principles of EBM 2.0 will guide us in shaping a more inclusive, dynamic, and effective approach to healthcare education. I invite all alumni, educators, and future participants to join me in this journey, as we continue to lead the way in evidence-based practice.

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. Sign up via Eventbrite  or if you are unable to attend in person, view via the Vimeo link here.

Visit our 30 Years Celebration page to hear about the experiences of people teaching on the programme over the years.