>> I am responsible for teaching EBM in a family practice residency. There
>> are two issues (at least) that I am puzzling over.
>>
>> 1. What ideas do people have about dealing with the frustration frequently
>> encountered by the realization that for many clinical questions, there are
>> no evidence-based answers? How do you keep the residents from dismissing
>> the whole concept because they cannot yet always find answers in a prompt
>> manner?
EBM-nihilism is a stage many folk go through when learning about EBM. 'If
there ain't perfect evidence, there's no answer'. EB on-call has been
working at developing EBM-based protocols for common medical problems, and
quickly came across this problem. Many clinical questions don't appear to
have answers if you only look for the best-quality information. However
there are answers out there - clinicians just to have accept 2nd or
sometimes 3rd best. With the Centre for Evidenc-ebased Medicine at Oxford,
we developed a grading system to indicate rapidly high-quality from
poor-quality studies, but still give the best available answer
>> 2. (A question and a request) How valuable do people find the process of
>> structuring the clinical question, per Sackett and others?
use it all the time to clarify my clinical questions.
try www.eboncall.com to search using clinical questions...
cheers
chris
-----------------------------------------------------------------------
Dr. Christopher Ball MRCP mobile: +44 (0)794 135 6285
Senior Editor e-mail: [log in to unmask]
Evidence-based On-call http://www.eboncall.com
Cairns Library
Level 3, Academic Street
John Radcliffe Hospital
Oxford OX3 9DU
UK
|