Objective: To determine the student satisfaction with problem-based small group learning integrated with EBM.
Material and Methods: Fifty-five 5th year medical students were divided into small groups. There were 2 sessions of learning activity, 1 week apart. The first session covered basic knowledge of clinical epidemiology and included an EBM lecture. A case scenario was provided for discussion. The second session was a case-based discussion and critical appraisal. Evaluation was performed using a 5-point Likert scale questionnaire to rate satisfaction. Ordinal logistic regression analysis was performed to determine the association between the level of understanding in EBM and relevant factors.
Results: Most students were fairly satisfied with this learning experience. Knowledge gained regarding patient's disease, EBM, and clinical epidemiology was little. However, most of them understood EBM better. The level of understanding in EBM was statistically significantly associated with tutor's role (coefficient = 2.36, 95% CI 1.12-3.61).
Conclusion: Most students were fairly satisfied with this learning experience. The student's understanding in EBM was associated with tutor's role. The barrier to EBM teaching was inadequate knowledge in clinical epidemiology. Teaching EBM effectively requires a longitudinal approach throughout medical education.