Evidence-based education: adapting concepts from medicine to education
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Abstract
INTRODUCTION. Throughout history, teaching has transitioned from being perceived as an art to being regarded as a practice predominantly rooted in tradition rather than on scientific research. This article seeks to contribute to the dissemination of concepts that are well-established in the field of medicine (Evidence-Based Medicine, EBM) within the context of education
(Evidence-Based Education, EBE). To accomplish this, we analyze the relationships and distinctions between EBM and EBE, outline the process of implementing EBE while adhering to the framework established by EBM, and extrapolate the strengths and limitations associated with applying EBM principles to EBE. METHOD. Traditional theoretical review. RESULTS. The necessity for EBE is similarly grounded in the importance of making decisions based on robust scientific knowledge, combined with educational experience and the values, opinions, and preferences of stakeholders. This approach aims to facilitate informed and effective decision-making that enhances teaching and learning processes. To implement EBE we propose a straightforward four-step model: formulate an educational question or information need in a structured manner; search for and evaluate relevant scientific evidence; synthesize scientific findings with prior educational experience; and finally, consider student needs when making decisions. DISCUSSION. EBE offers numerous benefits, including improved scientific understanding, enhanced practical reflection, and optimized resource utilization. However, it also faces certain limitations, such as significant challenges related to resistance to change, time constraints, and access to specialized literature. Therefore, it is crucial to implement specific measures aimed at transforming the educational landscape into one that is firmly based on scientific evidence. This transformation should follow the successful trajectory established by EBM while addressing existing barriers to achieve more effective and evidence-informed teaching practices.
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