Abstract:

Introduction:
Critical appraisal is the process of carefully and systematically examining research to judge its trustworthiness, and its value and relevance in a particular context. It is an essential skill for evidence-based medicine because it allows clinicians to find and use research evidence reliably and efficiently. Most professionals have difficulty to critically select and interpret original clinical research, that is why the subject Management of scientific information (IMM2) was born. IMM2 aims to provide the skills to manage information from the internet and transform it into knowledge applicable in clinical practice. That is accomplished by the integration of different teaching methodologies.

Methodology:
The originality lies in:
a) incorporating these skills in the teaching of the Medicine degree, not in an isolated way with this particular course but through different subjects spread through the whole curricula
b) starting very early, in the second academic year, when it has the greatest potential for impact, and
c) doing it with an innovative integrative methodology.

The axis of the subject is the resolution of a complex clinical case, by teams of 5 to 7 members. The clinical case provides the students with a problem that they have to solve (made and evidence-base recommendation) through the research and correct management of the scientific literature. The teams work under the guidance of a tutor who, in addition to online support, meets at least three times with them through the semester. The tutor encourages the integration and practice of what is being worked on in 1) Skills Laboratories, where they practice search strategies in the most common databases, 2) Case Methods, where they practice comprehensive reading of research articles and, 3) Master Classes, where the theory is reviewed.
Finally, the student teams present their results in a joint oral presentation and a structured written summary of 4 pages.

This integration of methodologies is original and seems to be a factor essential to the success. Its integrative evaluation is another determinant of the subject. The students, throughout the development of the course have:
a) continuous evaluation with feedback personalized by the tutor,
b) two multiple-choice exams,
c) the evaluation of their competence by the tutor and,
d) that of the dossier and oral presentation of the team project.

Lessons learned so far/Key takeaways: IMM2 is part of the curricula of the medical degree of the Universitat Internacional de Catalunya (UIC) since its origins in 2008. So far more than 1500 students have taken the course. The level of passes in the first call in the last 3 years ranges between 92 and 98% (approx.). The teacher's evaluations have obtained an average of 4.19 (0-5) despite being a very new and demanding subject.

Upon its completion, students are able to: ask themselves key questions, structure them appropriately and detect, select and interpret the information to then consider its possible clinical application. And most importantly, they acquire some skills that are essential for the rest of their medical career and professional life.

Keywords:

Integrative methodologies, evidence-based.