{'fraction_non_alphanumeric': 0.021235521235521235, 'fraction_numerical': 0.005791505791505791, 'mean_word_length': 5.617021276595745, 'pattern_counts': {'":': 0, '<': 1, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Description and Evaluation of an Evidence-Based Residency Curriculum Using the Evidence-Based Medicine Environment Survey.

BACKGROUND AND OBJECTIVES
Teaching medical trainees evidence-based medicine (EBM) is required by the Accreditation Council for Graduate Medical Education. Most published graduate EBM curricula focus on critical appraisal over point-of-care information mastery. Faculty at the University of Rochester Family Medicine Residency implemented a clinically integrated, cyclical EBM curriculum juxtaposing information mastery with expert-level skills such as critical appraisal. We administered the Evidence-Based Medicine Environment Survey (EBMES) to learners before and after the yearlong curriculum.


METHODS
Two cohorts of participating third-year residents completed the EBMES before and after an EBM curriculum.


RESULTS
Over 2 years, 21 residents completed pre- and postevaluations. Resident perception of the EBM educational and practice environment was high at baseline and improved for 15 of 36 survey items (P<.05).


CONCLUSIONS
Resident perception of the EBM learning environment improved after participation in a yearlong curriculum. Nearly all of the content covered in the "Science of Family Medicine" curriculum and measured by EBMES improved in a statistically significant manner. We propose that EBM curricula should combine traditional literature search and critical appraisal skills with information mastery to maximize effectiveness. Our curriculum can be modified to fit other graduate family medicine contexts.