Title |
Evidence-Based Medicine: A Genealogy of the Dominant Science of Medical Education
|
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Published in |
Journal of Medical Humanities, September 2016
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DOI | 10.1007/s10912-016-9398-0 |
Pubmed ID | |
Authors |
Ariane Hanemaayer |
Abstract |
Debates about how knowledge is made and valued in evidence-based medicine (EBM) have yet to understand what discursive, social, and historical conditions allowed the EBM approach to stabilize and proliferate across western medical education. This paper uses a genealogical approach to examine the epistemological tensions that emerged as a result of various problematizations of uncertainty in medical practice. I explain how the problematization of uncertainty in the literature and the contingency of specific social, political, economic, and historical relations allowed the EBM approach to become a programmatic and pedagogical focus of the Faculty of Medicine at McMaster University and beyond. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
United Kingdom | 1 | 50% |
Ireland | 1 | 50% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Scientists | 1 | 50% |
Practitioners (doctors, other healthcare professionals) | 1 | 50% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 2 | 6% |
United Arab Emirates | 1 | 3% |
Unknown | 31 | 91% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Master | 4 | 12% |
Lecturer | 4 | 12% |
Student > Bachelor | 4 | 12% |
Student > Ph. D. Student | 4 | 12% |
Researcher | 3 | 9% |
Other | 8 | 24% |
Unknown | 7 | 21% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 7 | 21% |
Social Sciences | 6 | 18% |
Nursing and Health Professions | 3 | 9% |
Psychology | 2 | 6% |
Business, Management and Accounting | 1 | 3% |
Other | 5 | 15% |
Unknown | 10 | 29% |