Teaching Based on Evidence in Medical Education: A Review of High-Value Teaching Methods

Abstract

The field of medical education is going through a basic and needed change. It is moving from old, time-based apprenticeships to frameworks focused on results and skills. At the center of this change is the use of teaching based on evidence (EBP), the careful use of teaching methods proven by research in the psychology of thinking, brain science, and the science of learning [1,2]. Medicine has long used evidence-based guidelines and randomized controlled trials to keep patients safe and make sure treatments work. But the educational systems that train future doctors are only now asking for the same level of strict science.
The old reliance on the "see one, do one, teach one" model of clinical exposure is increasingly seen as not enough for the complexity of modern healthcare [3,4]. As medical knowledge grows very fast, reliance on teaching methods based on gut feeling leads to big differences in the skills of graduates, too much cognitive load, and in the end, worse patient care [1–4]. Today, academic medicine must change the whole system. Lesson design and learning on your own must be guided strictly by data from research.
To meet the goal of creating a structural plan and giving a full analysis, this document is organized around a step-by-step framework. It goes from individual thinking processes to teaching in practice. By mapping the linked areas of cognitive load theory, retrieval practice, and active learning, this report gives a full review of high-value teaching methods designed to improve medical training.