Evidence-based medicine and problem based learning a critical re-evaluation.
Evidence-based medicine (EBM) has been the subject of controversy since it was introduced in 1992. However, it has yet to be critically examined as an alternative paradigm for medical education, which is how it was proposed. This commentary examines EBM on the terms on which it was originally advanc...
| Publicado en: | Advances in Health Sciences Education Vol. 24; no. 5; pp. 865 - 879 |
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| Autor principal: | |
| Formato: | research Journal Article |
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Springer Nature
Dec2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=140314783&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 140314783 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13824996 OAK jtl: Advances in Health Sciences Education issn: 13824996 maglogo: N pubinfo: dt: Dec2019 vid: 24 iid: 5 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 140314783 140314783 NLM31617018 140314783 10.1007/s10459-019-09921-5 NLM31617018 140314783 ppf: 865 ppct: 14 formats: tig: atl: Evidence-based medicine and problem based learning a critical re-evaluation. aug: au: Wyer, Peter C. affil: Department of Emergency Medicine, Columbia University Medical Center, NYC, 622 W 168th Street, 10032, New York, NY, USA sug: subj: Problem-Based Learning History Medical Practice, Evidence-Based Curriculum Trends Education, Medical Quality of Health Care History Questionnaires ab: Evidence-based medicine (EBM) has been the subject of controversy since it was introduced in 1992. However, it has yet to be critically examined as an alternative paradigm for medical education, which is how it was proposed. This commentary examines EBM on the terms on which it was originally advanced and within the context that gave rise to it, the problem-based learning (PBL) environment at McMaster University in the 1970s and 80s. The EBM educational prescription is revealed to be aligned with the information processing psychology (IPP) model of learning through acquisition of general problem solving skills that characterized the early McMaster version of PBL. The IPP model has been identified in the literature as discordant with an alternative, constructivist, model that emerged at Maastricht University in the Netherlands over the subsequent period. Strengths and weaknesses of EBM are identified from the standpoint of the underlying cognitive theories. Principles are proposed with which to guide an educationally viable approach to learning and teaching the valuable skills included within the original EBM formula. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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