Teaching evidence-based practice on foot
- Tips for Teachers of Evidence-Based Medicine: Adjusting for Prognostic Imbalances (Confounding Variables) in Studies on Therapy or Harm. Kennedy, Cassie C.; Jaeschke, Roman; Keitz, Sheri; Newman, Thomas; Montori, Victor; Wyer, Peter C.; Guyatt, Gordon // JGIM: Journal of General Internal Medicine;Mar2008, Vol. 23 Issue 3, p337
The article offers tips for teachers of evidence-based medicine.
- Tips for learning and teaching evidence-based medicine: introduction to the series. Wyer, Peter C.; Keitz, Sheri; Hatala, Rose; Hayward, Robert; Barratt, Alexandra; Montori, Victor; Wooltorton, Eric; Guyatt, Gordon // CMAJ: Canadian Medical Association Journal;8/17/2004, Vol. 171 Issue 4, p347
Introduces a series of articles about evidence-based medicine teaching tips.
- Teaching evidence based medicine. Del Mar, Chris; Glasziou, Paul; Mayer, Dan // BMJ: British Medical Journal (International Edition);10/30/2004, Vol. 329 Issue 7473, p989
Presents an editorial about teaching evidence based medicine (EBM). Challenges of such teaching; Assertion that few succeed in teaching EBM; Best ways of teaching EBM; Elements of evidence based learning; How role modelling may be necessary; Challenge of engaging the whole healthcare team in...
- What makes a good clinical decision support system. Purcell, Gretchen P. // BMJ: British Medical Journal (International Edition);4/2/2005, Vol. 330 Issue 7494, p740
Comments on clinical decision making in medical care. Efforts of health care administrators to offer decision making support and guidance to medical personnel; Reference to a study which evaluated the efficacy of evidence-based decision support programs; Role of technology in clinical decision...
- Who applies and who gets admitted to UK graduate entry medicine?--an analysis of UK admission statistics. // BMC Medical Education;2011, Vol. 11 Issue 1, p71
The focuses on a study, which compared the applications and admissions profiles of graduate-entry programmes in Great Britain. The study found that women form the majority of applicants and admissions to graduate-entry and traditional medicine programmes. According to the study, graduate-entry...
- Learning needs analysis to guide teaching evidence-based medicine: knowledge and beliefs amongst trainees from various specialities. Hadley, Julie A.; Wall, David; Khan, Khalid S. // BMC Medical Education;2007, Vol. 7, p11
Background: We undertook a needs assessment exercise using questionnaire survey of junior doctors' knowledge and beliefs concerning evidence-based medicine (EBM) and critical literature appraisal, as this is a core competence in postgraduate medical education. Methods: We surveyed 317 junior...
- Perception of Medical Faculties towards Early Clinical Exposure and MCI Vision 2015 Documents in Western Maharashtra. TAYADE, MOTILAL CHANDU; LATTI, RAMCHANDRA G. // Journal of Clinical & Diagnostic Research;Dec2015, Vol. 9 Issue 12, p12
Introduction: The Medical Council of India (MCI) has advocated early clinical exposure for students in medical colleges. In its 'Vision-2015' document for further reforms in undergraduate medical education, the MCI underlined the need for clinical teaching from first year onwards in medical...
- Challenges of teaching EBM. Siden, Hal; Burns, Gerry E. // CMAJ: Canadian Medical Association Journal;5/24/2005, Vol. 172 Issue 11, p1423
Presents letters to the editor in response to an article dealing with evidence-based medicine (EBM). Challenges to teaching EBM; Description of approaches to EBM; Integration of EBM in teaching the management of chronic disease to primary care doctors and nurses.
- Case report: Clue for treasure hunt of evidence based medicine. Sukhlecha, Anupama // Medical Journal of Dr. D.Y. Patil University;Nov/Dec2015, Vol. 8 Issue 6, p699
The author discusses the importance of published case reports in the advancement of clinical knowledge which is noted to be in the lower level of the evidence-based medicine hierarchy. He argues that case reports must be credited and the promotion of medical teachers must be considered to...