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Teaching by (bad) example: what a confused attempt to “advance” EBM reveals about its underlying problems

Loughlin, M and Wyer, P and Tanenbaum, S (2016) Teaching by (bad) example: what a confused attempt to “advance” EBM reveals about its underlying problems. Journal of Evaluation in Clinical Practice, 22 (4). pp. 628-633. ISSN 1356-1294

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Abstract

Professor Jenicek’s paper is confused in that his proposal to ‘integrate’ what he means by ‘evidence-based scientific theory and cognitive approaches to medical thinking’ actually embodies a contradiction. But, although confused, he succeeds in teaching us more about the EBM debate than those who seem keen to forge ahead without addressing the underlying epistemological problems that Jenicek brings to our attention. Fundamental questions about the relationship between evidence, knowledge and reason still require resolution if we are to see a genuine advance in this debate.

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