For the #MedEd Twitter community — I have been thinking for a while about the intersection of education and EBM. We strive to practice both to the best of our ability.

Yet, for all of the best practices that we encourage in #MedEd, what is the evidence base for them? We presume it is the case that trainees enjoy their rotations more and learn more when exposed to certain methods. This is probably true.

Suppose we ask for “harder” outcomes. What might these be? They may incl things like: long-term knowledge retention, long-term improved mental health, or (ideally) evidence of improved pt outcomes for pts treated many yrs later by trainees exposed to certain pedagogic styles.

If these data exist, please send them along! If not, are we certain that specific methods that we currently employ have long-term and not only short-term benefit on a large scale, not only anecdotal cases?

One may say, but, Prathit, these methods are obviously beneficial! My thought would be, there are many clinical interventions which we presumed to be beneficial based on pathophysiological understanding which turned out not to be the case when subjected to rigorous analysis.

I am curious abt others’ thoughts on the intersection of EBM and #MedEd!
@sargsyanz @StephVSherman @Cortes_Penfield @nepherson @DxRxEdu @rabihmgeha @Sharminzi @JenniferSpicer4 @AdamRodmanMD @VPrasadMDMPH @Darcy_ID_doc or others!

@rav7ks and @k_vaishnani — need your thoughts as well!

@JonLimMD — need your thoughts as well as a master of med ed research!

@UmaAyyala — would love your thoughts as well on this topic!