Document Type : Original Article


1 Department of Medical Oncology, Imam Khomeini Hospital, Cancer Institute, Department of Medical Education, Tehran University of Medical Sciences

2 Department of Nursing, University of Social Welfare and Rehabilitation, Tehran, Iran, Department of Clinical Science and Education, Soder Hospital, Karolinska Institute, Stockholm, Sweden

3 Department of Medical Education, Tehran University of Medical Sciences


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 are
enough 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 in
Iranian context.
MATERIALS AND METHODS: Qualitative approach using content analysis method was utilized for
exploring 25 participants involved with medical education in different levels, introduced the study using
purposeful sampling. Data were collected through a semi‑structured interview by which they answered
to 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 transcribed
and then analyzed by coding paradigm immediately.
RESULTS: Three categories were emerged as: applying different levels of evidence, substitution
of evidence‑based medicine for BEME, and variation of understanding BEME. The first category
includes subcategories of using personal experience, textbooks, and filtered papers. The second
contains lack of knowledge about BEME elements, time and motivation as well as no priority for
applying available medical education evidence; and third, using different terminology and having
some problems in applying process, based on individual understanding and using papers with or
without modification.
DISCUSSION: For effective evidence application, it is necessary to operationalize BEME terminology
and overcome any ambiguity surrounded it. It is also important to suggest educators to apply the
appraised 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 are


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