Laura Weiss Roberts, M.D., Editor-in-Chief John H. Coverdale, M.D., FRANZCP, Associate Editor Alan K. Louie, M.D., Associate Editor "Best evidence medical education" is the implementation by teachers of methods and approaches to the education of physicians and physicians-in-training based on the best evidence available (1), and it is the emerging standard in the United States. Best evidence medical education includes the following four steps: 1. asking a focused question based on a particular teaching scenario, 2. searching the relevant literature, 3. critically appraising the selected paper, and crucially 4. applying the results of the critical appraisal in order to improve teaching within the constraints of the teaching scenario. Reliant upon scientific evidence, it is an intentional and rigorous teaching method that merits empirical study for its value and effectiveness. An intriguing consideration in the discussion on best evidence medical education is how this form of teaching might influence clinician behaviors and clinical outcomes. Very few studies link medical education to the conduct or clinical results of doctors, however (2). Indeed, our understanding of the impact of medical education has been informed primarily by experience and, when there are data, by observational studies. When observational studies include a comparison
Evidence, Methods, and Psychiatric Education
Abstract
Laura Weiss Roberts, M.D., Editor-in-Chief John H. Coverdale, M.D., FRANZCP, Associate Editor Alan K. Louie, M.D., Associate Editor "Best evidence medical education" is the implementation by teachers of methods and approaches to the education of physicians and physicians-in-training based on the best evidence available (1), and it is the emerging standard in the United States. Best evidence medical education includes the following four steps: 1. asking a focused question based on a particular teaching scenario, 2. searching the relevant literature, 3. critically appraising the selected paper, and crucially 4. applying the results of the critical appraisal in order to improve teaching within the constraints of the teaching scenario. Reliant upon scientific evidence, it is an intentional and rigorous teaching method that merits empirical study for its value and effectiveness. An intriguing consideration in the discussion on best evidence medical education is how this form of teaching might influence clinician behaviors and clinical outcomes. Very few studies link medical education to the conduct or clinical results of doctors, however (2). Indeed, our understanding of the impact of medical education has been informed primarily by experience and, when there are data, by observational studies. When observational studies include a comparison
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Evidence, Methods, and Psychiatric Education
Roberts, Laura Weiss; Coverdale, John H.; Louie, Alan K.
Follow Academic Psychiatry
, Volume 27 (4): 227
American Psychiatric Publishing, Inc (Journal) – Dec 1, 2003
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