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[How many standards can variety take?].

Regina Kunz1, Norbert Donner-Banzhoff

  • 1Arbeitsgemeinschaft Koordinierungsausschuss, Auf dem Seidenberg 3a, 53721 Siegburg. regina.kunz@arge-koa.de

Zeitschrift Fur Arztliche Fortbildung Und Qualitatssicherung
|August 2, 2003
PubMed
Summary
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Authors respond to criticisms regarding the "Curriculum Evidence-based Medicine". This paper addresses concerns about teaching methods and processes within the evidence-based medicine curriculum.

Area of Science:

  • Medical Education
  • Evidence-Based Practice
  • Curriculum Development

Context:

  • A recently published "Curriculum Evidence-based Medicine" by the German Network Evidence-based Medicine and the German Agency for Quality in Medicine has faced criticism.
  • The criticisms focus on perceived shortcomings in the curriculum's teaching methods and overall teaching process.

Purpose:

  • To provide a detailed response and rebuttal to the criticisms leveled against the "Curriculum Evidence-based Medicine".
  • To clarify the rationale and pedagogical approaches underpinning the curriculum's design and implementation.

Summary:

  • The authors, who developed the curriculum, directly address specific critiques concerning teaching methodologies.
  • They defend the chosen teaching methods and processes, offering a counter-perspective to the published criticisms.

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Impact:

  • Aims to foster a more constructive dialogue regarding medical education and evidence-based practice training.
  • Contributes to the ongoing refinement of evidence-based medicine curricula for improved medical education outcomes.