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Evidence-based medicine and problem based learning a critical re-evaluation.

Peter C Wyer1

  • 1Department of Emergency Medicine, Columbia University Medical Center, NYC, 622 W 168th Street, New York, NY, 10032, USA. pwyer1@gmail.com.

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Summary
This summary is machine-generated.

Evidence-based medicine (EBM) offers a paradigm for medical education, rooted in information processing psychology. This commentary critically examines EBM

Keywords:
Evidence based medicineMedical educationProblem based learning

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Area of Science:

  • Medical Education
  • Cognitive Psychology
  • Evidence-Based Practice

Background:

  • Evidence-based medicine (EBM) was introduced in 1992 as a new paradigm for medical education.
  • Its educational framework has not been critically examined within its original context.
  • This commentary explores EBM's origins in the problem-based learning (PBL) environment at McMaster University.

Observation:

  • The EBM educational model aligns with the information processing psychology (IPP) model of learning.
  • This IPP model emphasizes acquiring general problem-solving skills.
  • The IPP model contrasts with the constructivist learning model that later emerged.

Findings:

  • EBM's strengths and weaknesses are analyzed through the lens of underlying cognitive theories.
  • The IPP model, foundational to early EBM, is identified as potentially limiting.
  • A disconnect exists between EBM's original educational intent and its practical application.

Implications:

  • Understanding EBM's cognitive underpinnings is crucial for effective medical education.
  • Alternative educational models may offer different pedagogical strengths.
  • Principles are proposed to guide a more educationally viable approach to EBM skills acquisition.