From Questions to Answers: Teaching Evidence-Based Medicine Question Formulation and Literature Searching Skills to First-Year Medical Students

This flipped classroom approach to teaching foundational EBM skills may be adapted for different contexts, but educators should consider time limitations, group size, and tools for interactivity.

Authors

Juliana Magro (ORCID: https://orcid.org/0000-0002-9679-9501)
Gregory Laynor (ORCID: https://orcid.org/0000-0002-4578-4051)
Joey Nicholson (ORCID: https://orcid.org/0000-0001-8658-5879)
Caitlin Plovnick (ORCID: https://orcid.org/0000-0001-7340-2332)

Publication Details

Journal: MedEdPORTAL
Published: 2025-02-18
DOI: https://doi.org/10.15766/mep_2374-8265.11496
Primary Topic: Health Sciences Research and Education
Type: article
Field-Weighted Citation Impact: 0.00

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article

From Questions to Answers: Teaching Evidence-Based Medicine Question Formulation and Literature Searching Skills to First-Year Medical Students

Juliana Magro, Gregory Laynor, Joey Nicholson, Caitlin Plovnick

Feb 18, 2025

MedEdPORTAL

Health Sciences Research and Education

article

From Questions to Answers: Teaching Evidence-Based Medicine Question Formulation and Literature Searching Skills to First-Year Medical Students

Juliana Magro, Gregory Laynor, Joey Nicholson, Caitlin Plovnick

February 18, 2025article en

Abstract

This flipped classroom approach to teaching foundational EBM skills may be adapted for different contexts, but educators should consider time limitations, group size, and tools for interactivity.

MedEdPORTALVol. 21

Quality Education

Openalex Percentile: Top 95%

Health Sciences Research and Education

DOI Open Access PDF OpenAlex

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From Questions to Answers: Teaching Evidence-Based Medicine Question Formulation and Literature Searching Skills to First-Year Medical Students — Juliana Magro, Gregory Laynor, et al. · MedEdPORTAL (2025) | TGRS Research Map | TGRS