ArticleLangenbeck's archives of surgery2025
Evidence-based medicine training in general surgery in the United Kingdom: an exploratory snapshot survey study.
Article in Langenbeck's archives of surgery, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
3 authors.
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Abstract
purposeThis study aims to identify UK general surgical trainees' perceptions, attitudes, and perceived barriers to EBM training and assessment so that interventions by general surgery educators to improve integration of EBM are informed by stakeholder data.
methodA mixed-method survey was developed by adapting the validated McColl and BARRIERS questionnaires, informed by a scoping review and focus group discussions. Ethical approval was obtained (University of Sheffield - 056808). The survey was distributed through social media, surgical society newsletters, and deanery mailing lists, adhering to the CHERRIES checklist.
resultsThe survey yielded 101 responses, 53 of which were complete (65% male, 35% female). A quarter of the 53 respondents did not hold higher academic degrees. Most participants (61%) worked in district general hospitals, with the highest response rates from Yorkshire and West Midlands. Attitudes towards EBM were predominantly positive from trainees (50.3%), with most of the respondents indicating their ability to understand and explain EBM terminology. However, they perceived their senior colleagues to be less enthusiastic about EBM (41.5%). Barriers to developing EBM competencies included lack of time, excessive evidence volume, limited access to resources, inadequate critical appraisal skills and limited opportunities for application during clinical practice. Existing postgraduate assessment strategies were deemed adequate for EBM by most of the trainees.
conclusionThe surveyed UK General surgical trainees exhibit positive attitudes towards EBM but face barriers in its application within their training. One way of addressing this issue is through research informed targeted curricular interventions.
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