Objective: To determine the medical students' attitude towards evidence-based medicine (EBM) as integrated in the medical curriculum, as reflected in their perceptions of EBM, satisfaction of teaching methods, self-assessment in knowledge of EBM and biostatistical interpretation, and barriers to EBM.
Material and Methods: A descriptive study was conducted with structured interviews. The questionnaire with a 4-point Likert scale was filled out by 49 medical students from Year 4, 5, and 6. Factor analysis was performed for items concerning the barriers to EBM.
Results: Of 49 students, 28.6% were moderately able to explain the meaning of EBM, while the rest (71.4%) did not know. Most (70%) agreed with evidence-based practice. 32.6% felt that EBM could be integrated into the clinical decision-making process. There were many technical terms that the students could not interpret. Regarding teaching methods, workshop, self study and lecture were approved of by 85.7%, 83.6%, and 65.3% respectively. The barriers to adopting were that it is timeconsuming, personal and organizational inertia, and lack of ability of critical appraisal. Factor analysis identified 4 factors of barrier, (1) encouragement, (2) applicability, (3) knowledge and critical appraisal skill, and (4) context.
Conclusion: Most students had a good attitude towards EBM but lacked knowledge in clinical epidemiology and the context was inert. Teaching methods promoting evidence-based practice would be useful.