ReviewBMC medical education2026
Spotlight on mentoring undergraduate medical students using evidence-based medicine.
Review in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionEvidence-based medicine (EBM) is currently used for patient management and to draw up recommendations. However, the effectiveness of EBM-related teaching during the mentoring of undergraduate medical students has not been widely evaluated. In this work, we aimed to (1) review published articles on EBM-related teaching during undergraduate clinical rotations and (2) to investigate the effectiveness of the EBM mentoring strategies used.
methodsWe performed a structured narrative review of articles or abstracts published in English up to January, 2026 focused on the application of EBM during undergraduate clinical rotations, and indexed in Pubmed, Sciencedirect and Scopus databases. Publications were screened using a combination of four 'key terms': evidence-based medicine, EBM, undergraduate medical students and clinical rotation.
resultsAlmost all retrieved publications reported positive outcomes following EBM approaches or courses implemented during clinical rotations. DISCUSSION: We identified several factors related to EBM mentoring that can influence the learning process of medical students (knowledge, skills, attitudes…) during clinical rotations. Including EBM in the undergraduate curriculum improved evidence-based practices and was found to be highly effective. Only 19 of the 188,859 initially retrieved publications met the inclusion criteria and were incorporated in this review.
conclusionEBM improves instruction and tutoring during undergraduate clinical rotations; it strengthens critical thinking and often opens up additional perspectives, enabling progress. EBM should be included in undergraduate medical curricula and rotations, worldwide.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.