Medical Education and Evidence‐Based Medicine

Abstract

Evidence‐based medicine (EBM) dominates the current era of medical research and practice. The concept of EBM has now traveled beyond its original context into the field of medical education. This entry describes key historical developments in the construction of EBM, alongside a critical analysis of its strengths and limitations. The transferability of EBM principles into medical education is considered alongside problems which EBM could address within education and problems which its use created. An outline of different research ontologies and epistemologies is used to contextualize further discussion of evidence and theories of knowledge within medical education before turning to the classification of education evidence. This entry concludes with an overview of current emphases in research and theory before considering future directions for the use of “evidence” in medical education. Illustrative examples are used throughout.

Blended teaching of medical ethics during COVID-19: practice and reflection

“…Such results may reflect that case studies and discussions are far more significant for medical ethics education than for other clinical subjects. As most medical disciplines fall within the natural sciences, teaching them is mostly driven by evidence-based concepts [ 32 ], where the evidence given leads to a particular conclusion or outcome. Medical ethics, by contrast, is the study of ethical issues in medicine, encompassing not only the rigorous concepts present in traditional medical disciplines but also the exploration of human and social relationships.…”