Abali et al. 2014 (35) | Online guided e-journal intervention for reading and critical appraisal of scientific publications; students responded online to determined set of questions | 127 | Yes | No information; self-directed learning, 1-hour time window to answer questions online | 1st | Yes |
Aronoff et al. 2010 (33) | Integration of scientific knowledge into medical clerkship in 3rd year medical students; online didactic intervention to facilitate teaching of scientific skills while students participate in clinical clerkships away from their medical faculty; integration of critical appraised topic (CAT) | 153 | Yes | 6 online didactic modules, including mandatory student assignments; modules had to be completed within a given time; in a 2nd step 4 critically appraised topics have to be completed by students | 3rd | Yes |
Buchberger et al. 2018 (48) | Improve students skills in reading and interpreting medical literature; an evaluation of instruments for assessing quality of studies | 167 | No | 4 classes of 90 minutes each | 3rd | Yes |
DiGiovanni et al. 2011 (37) | Process of discovery: students gain understanding of clinical and translational research; students create research proposals on specific topics; oral and poster presentation of results | 562 (across 6 years) | Yes | 2 lecture series (approx. 12 hours) and student research project; project groups are mentored by senior faculty with similar research interests | 4th | Yes |
Eckel et al. 2017 (14) | Systematic collection of learning objectives regarding scientific competencies at a German medical faculty | No information | Not specified | Not specified | All | No |
Ferwana et al. 2012 (25) | Description of a full EbM curriculum at a medical faculty in Saudi Arabia | No information | Yes | 3 year PBL curriculum, no information on exact teaching hours | Across 1st to 4th | No |
Finkel et al. 2003 (57) | EbM course, asking relevant questions, synthesize knowledge, communicate with patients and families and critically appraise validity of research findings | No information | Yes | 4 week curriculum; 50 minutes lecture plus 75 minutes seminar per week; | 1st | No |
Fleming 2011 (26) | Oxford curriculum, small-group tutorials with students from different subjects; critically appraise evidence, present and discuss findings, write essays and discuss | No information | Yes | Weekly small-group tutorial; | Elective within first three years | No |
Heiman et al. 2018 (27) | Description of newly developed medical curriculum; science in medicine and opportunities for student research projects; science in medicine is presented in organ-based modules and include space for repetition and deeper understanding; areas of scholarly concentration (students pursue research projects) | No information | Yes | Science in medicine spans across 2 years | Not specified | No |
Holloway 2004 (55) | Description of a course on the basics of EbM (asking questions, searching evidence, critical appraisal, apply, evaluate) | 100 | Yes | Approx. 25 student contact hours; lectures, small-group seminars, laboratory sessions, workshop | 1st and 2nd year, mandatory | Yes |
Hosny and Galy 2014 (36) | Teaching EbM in a problem based curriculum; based on clinical scenarios students formulate questions, search evidence, appraise and apply evidence to answer clinical questions | 196 | Yes | 3 month, about 20 student contact hours; interactive lectures and computer-based seminars and tutorials; individual study time | 6th | Yes |
Idler et al. 2016 (29) | Presentation of an interprofessional summer university program; students form interprofessional tandems, formulate research questions and pursue a scientific project | 20 | No | 90 student contact hours across 2 weeks | Undergraduate medical students | Yes |
Ilic et al. 2012 (32) | Ability to formulate questions and effectively search literature; how can these abilities be taught effectively? Randomized controlled trial | 121 | No | 2-hour workshop plus self-directed learning tasks (intervention) | 3rd year | Yes |
Ilic et al. 2013 (31) | Mixed-methods study including a controlled trial and focus groups on blended learning versus a didactic approach on key concepts of EbM; formulating questions, searching and appraising the evidence, applying the evidence to clinical scenario and short presentation of evidence | 61 | No | Didactic intervention: 20 hours tutorial sessions (small group tasks and large-group discussions); Blended learning: one-day workshop on concepts of EbM, eight tutorials for student presentation of clinical EbM scenarios; peer-to-peer learning formats | 2nd year | Yes |
Jabaut et al. 2016 (41) | Case study on the integration of EbM in biochemistry; literature search, selection of studies, critical appraisal and presentation of findings is integrated into teaching of biochemistry; teaching is based on a clinical case | No information | Yes | Not specified | Not specified | No |
Laskowitz et al. 2016 (56) | Extensive presentation of the evolution of two scholarly programs on research training for medical students; 3rd year at Duke University School of Medicine; Stanford University integrated a required scholarly concentration, students are able to choose from a variety of scholarly concentration programs | 100 | Yes | Duke: full study year dedicated to scholarly experience, minimum of 10 months; Stanford: about 12 units of 10–12 teaching hours per student across different study years | 1st through 4th year (Stanford); 3rd year (Duke) | No |
Marusic et al. 2014 (28) | Presentation of a vertically integrated curriculum on research methodology in medical education; basic principles of science, literature search, statistical analysis, student research project, presentation, writing research reports | No information | Yes | Total of 270 teaching hours per student across 6 years | 1st through 6th year, yes | No |
Möttönen et al. 2001 (49) | Project of teaching students literature search and the appraisal and use of literature in medical practice; case-based learning approach includes self-directed problem-solving: students have 1 week to answer predesigned questionnaire, based on a patient case and to present findings | 92 | Yes | One week of self-directed learning based on presentation of patient case in group session; | Not specified | Yes |
Moßhammer et al. 2011 (51) | Integrating a research task into students experience in general practice; a conceptual model is presented; including development of a research question, development of a research design, preparation of staff in general practice, observation of student progress by physicians, data collection and analysis | 140 | Yes | Not specified; small-group courses | 5th year | No |
Rees et al. 2014 (40) | Description of a peer-teaching project in EbM; UK National Institute for Health and Care Excellence (NICE) champions; presentation of EbM principles and effective search strategies; students formulate questions and search literature | No information | No | 1-day workshop; small-group tutorials | 1st through 3rd year; part of a vertically integrated curriculum | Yes |
Sastre et al. 2011 (24) | Development, implementation and evaluation of a workshop on teaching literature searching skills; formulating clinical questions, development of a search strategy, appraisal of the literature found | 98 students | No | 3 hour workshop; | 3rd year | Yes |
Schor et al. 2005 (39) | Presentation of the scholarly project initiative at the University of Pittsburgh School of Medicine; structured courses on scientific skills and research, foster critical and analytical thinking, provide mentorship, teach presentation skills, self-directed learning, scientific writing, research presentation | 25 (pilot) | No (pilot) | Not specified | 1st -4th year, yes | No |
Stockler et al. 2009 (58) | Presentation of evidence abstracted from research literature to solve real people´s problems (PEARLS); short presentation on evidence regarding problems encountered in clinical attachment | > 2000 across several years | Yes | 3 hours of tutorials | 3rd year | No |
Tamariz et al. 2017 (30) | Description and evaluation of an adapted research curriculum; team-based curricular intervention; formulating research questions, literature search, statistical analysis, scientific writing | 50 | No | 16 hours workshop | undergraduate | Yes |
Tamim et al. 2009 (59) | Implementing EbM in undergraduate medical education; students are introduced to research methods and design, literature search, scientific writing and applying for research grants; in later stages of curriculum, scientific principles are integrated into organ- and disease-specific modules | No information (all 1st year students) | Yes | 16 weeks; | 1st through 3rd year, yes | No |
Widyahening et al. 2012 (34) | Evaluation of a module on medical research at three different universities; lectures on research design, literature search, data analysis, group discussions and presentations, scientific writing; small-group assignment to develop an evidence-based case report based on patient care | 526 students at three medical schools | Yes | 6 week curriculum | Between 3rd and 6th year | Yes |
Zier and Stagnaro-Green 2001 (60) | Introducing medical students to research and promoting student research activities; presentation and discussion of Office of Student Research Opportunities (OSRO); OSRO advises students, organizes mentoring program, research activities such as the research day and research funding for students | No information | No | Not specified | 1st and 2nd year | No |
Zier and Coplit 2009 (50) | Individual scholarly project and independent research experience (INSPIRE); students develop a research question, close mentoring of students, presentation of research area, presentation of results (research day), writing skills, developing a poster, in-depth feedback by peers and mentors | 4 (pilot) | No | 12-week curriculum (pilot) | 4th year | Yes |
Zier et al. 2012 (61) | Presentation of a research training program for medical students; research projects are integrated early in medical curriculum, encouraging self-directed learning and understanding of clinical research in patient care; distinct programs: patient-oriented research, training and leadership (PORTAL), fellows as mentors experience (FAME), summer research scholars program, scholarly year | 15 | No | Not specified | Across all years, yes | Yes |