. Seyed Amir Hossein Emami; . Hamidreza Khankeh; . Maryam Karbasi Motlagh; . Nazila Zarghi; . Mandana Shirazi
Volume 9, Issue 12 , December 2019, , Pages 1-6
Abstract
BACKGROUND AND OBJECTIVE: Applying the Best Evidence Medical Education (BEME)in real educational arena is a necessity in medical education. As to the literature, there areenough evidence; ...
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BACKGROUND AND OBJECTIVE: Applying the Best Evidence Medical Education (BEME)in real educational arena is a necessity in medical education. As to the literature, there areenough evidence; however, their application by educators and policymakers has been still failed.Therefore, this study conducted to explore the experience of educators about applying BEME inIranian context.MATERIALS AND METHODS: Qualitative approach using content analysis method was utilized forexploring 25 participants involved with medical education in different levels, introduced the study usingpurposeful sampling. Data were collected through a semi‑structured interview by which they answeredto researcher’s questions in around 45 min about how they apply evidence in their educational setting.To make more clarification, probing questions were used. Interviews were recorded and transcribedand then analyzed by coding paradigm immediately.RESULTS: Three categories were emerged as: applying different levels of evidence, substitutionof evidence‑based medicine for BEME, and variation of understanding BEME. The first categoryincludes subcategories of using personal experience, textbooks, and filtered papers. The secondcontains lack of knowledge about BEME elements, time and motivation as well as no priority forapplying available medical education evidence; and third, using different terminology and havingsome problems in applying process, based on individual understanding and using papers with orwithout modification.DISCUSSION: For effective evidence application, it is necessary to operationalize BEME terminologyand overcome any ambiguity surrounded it. It is also important to suggest educators to apply theappraised evidence as well as teach them how they search and appraise evidence independently.Certainly, in the first steps, supervision and providing a proper context for BEME applications arecrucial.
