ArticleMedical science educator2026
Core, Evidence Application, Research (CEAR): a Theory to Frame Separate Skills for Evidence-Based Practice and Research in Medical Education.
Article in Medical science educator, 2026. 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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Abstract
Research is embedded into the curriculum of most US medical schools. However, there is a great deal of variety in the curricular approaches to teaching research. Further, some programs choose to focus on teaching the conduct of research while others focus on the application of research findings (i.e. evidence-based practice). This variation may lead to conflation of two independent skill sets. This investigation advances a theory (called CEAR-Core, Evidence Application, Research) that research skills and evidence-application skills are independent from one another. We evaluated the CEAR model using a pre-post design and paired t-tests at a medical school with defined curricula in both research and evidence-based practice. We found that medical student skills were low in CEAR model Core skills (approximately 42% of possible maximum score on the CEAR tool at baseline). Core and Research skills increased at each timepoint, although whether the changes were significant varied by research subdomain. Evidence-application scores improved after evidence-based practice activities within the curriculum (22.8 ± 16.4% to 30.2 ± 18.4%
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