Theoretical Knowledge, Self-Assessed Competence, and Information-Seeking Behaviors in Evidence-Based Medicine Among Polish Medical Students: A Cross-Sectional Study.

Background The effectiveness of Evidence-Based Medicine (EBM) education at the undergraduate level remains uncertain, particularly regarding its impact on objective knowledge, self-perceived competence, and information-seeking behavior. This study aimed to provide a comprehensive assessment of EBM preparedness among medical students in Poland. Methods A cross-sectional survey was conducted among 329 medical students from multiple Polish universities. The questionnaire combined self-assessment of EBM knowledge and skills, a 10-item objective knowledge test, and evaluation of students' preferred sources of medical information. Associations between EBM course participation and outcomes were analyzed using nonparametric tests and correlation analyses. Results The mean knowledge test score was 4.75 ± 2.33 (median 5/10), indicating moderate overall knowledge with substantial variability. Participation in EBM courses was associated with higher test scores (5.12 vs. 4.21; p = 0.001) and fewer "I do not know" responses (p = 0.002). A strong correlation was observed between self-assessed theoretical knowledge and objective performance (rho = 0.67; p < 0.001). Students with EBM training more frequently used scientific articles (p = 0.009), clinical guidelines (p < 0.001), and scientific databases (88.7% vs. 50.4%; p < 0.001), with database use positively correlated with test scores (rho = 0.249; p < 0.001). Authorship or co-authorship of scientific publications was consistently associated with higher knowledge scores and self-assessed competencies (p < 0.001). Conclusions Formal EBM education is associated with measurable improvements in knowledge and promotes the use of evidence-oriented information sources. However, overall knowledge remains moderate, suggesting that current teaching approaches are insufficient. Active engagement in scientific research appears to reinforce EBM competencies and should be considered an integral component of EBM education. Effective EBM teaching may therefore require not only structured coursework but also systematic encouragement of student involvement in research and scientific writing.