The Teaching of Evidence Based Health Care in Spain
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1 The Teaching of Evidence Based Health Care in Spain Agustín Gómez
2 1991 CLINICAL EPIDEMIOLOGY PROGRAM 1995 MCMASTER, CEBM OXFORD COURSES EBM SACKETT et al. SPANISH EDITION 2000 CASP SPAIN 2002 COCHRANE C. SPAIN (LATINAMERICA) 2003 SPANISH EBM NETWORK 2005 UNIVERSITY EBM ( NOT MEDICAL SCHOOL)
3 UP UP phase. Hyperactivity Massive attendance Great expectations Enthusiastic minority: Ready for action (some) Please, ignore it: too work (many) Booster: need of good information for good clinical practice (most)
4 FISTERRA A Coruña Donostia MBE Laín Entralgo Ramón y Cajal H. 12 de Octubre. Madrid C.COCHRANE Barcelona Alicante CASP Spain Murcia.MBE H.VALME. Sevilla ESCUELA SALUD PÚBLICA. Granada
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6 FISTERRA A Coruña Donostia MBE Laín Entralgo Ramón y Cajal H. 12 de Octubre. Madrid C.COCHRANE Barcelona Alicante CASP Spain Murcia.MBE H.VALME. Sevilla ESCUELA SALUD PÚBLICA. Granada
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8 FISTERRA A Coruña Donostia MBE Laín Entralgo Ramón y Cajal H. 12 de Octubre. Madrid C.COCHRANE Barcelona Alicante CASP Spain Murcia.MBE H.VALME. Sevilla ESCUELA SALUD PÚBLICA. Granada
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14 FISTERRA A Coruña Donostia MBE Laín Entralgo Ramón y Cajal H. 12 de Octubre. Madrid C.COCHRANE Barcelona Alicante CASP Spain Murcia.MBE H.VALME. Sevilla ESCUELA SALUD PÚBLICA. Granada
15 Building bridges between research DOWN and teaching NOW Sevilla guidelines group ( REDEGUIAS) Aragón guidelines
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18 EVIDENCE BASED CLINICAL PRACTICE (real patients real time) Internal Medicine Service: Donostia Hospital San Sebastian Neumology service: 12 de Octubre Hospital - Madrid
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20 EVIDENCE BASED MEDICINE RESAERCH NETWORK SISTEMATIC REVIEWS & METANALYSIS DIAGNOSTIC RESEARCH PRONOSTIC RESEARCH C.P. RULES GUIDELINES CLINICAL TRIALS
21 UP Slow Down phase.? MANY COURSES FEW STUDENTS REFRACTARY PERIOD? SATURATED MARKET? CULTURAL SHIFTING (GENERAL)? LACK OF APPEAL? TEACHING METHODS FALLIURE??? NO PERCEPTION OF OBSTACLES?
22 LET S STAR BY UN ANSWERABLE QUESTION.. Convertir el problema clínico en preguntas clínicas que puedan ser contestadas. Búscar la mejor informacióncientíficamente comprobada-disponible que dé respuestas a las preguntas. Valorar la validez e importancia de la información obtenida. Aplicar a la práctica clínica.
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