Problem- based learning: best evidence in health professional education

Content Provider	Scilit
Author	O'Brien, Lisa
Copyright Year	2005
Description	INTRODUCTION In the 1990s, evidence-based practice was introduced in the teaching of medical students and it soon become the dominant paradigm in clinical practice and clinical decision-making.1 Aft er spreading across all health fi elds, it was applied, inevitably, to education. Th e push for evidence-based education arose in the United Kingdom and the United States at the start of this century. Robert Coe,2 from the Curriculum Evaluation and Management Centre at the University of Durham in the United Kingdom, argued in 2000 that the ease with which politicians, policy makers – and even teachers – have been able to get away with implementing their prejudices without even token consideration of the evidence, let alone engaging in a serious and informed debate about its quality and importance, is a disgrace. Book Name: Evidence-Based Education in the Health Professions
Related Links	https://content.taylorfrancis.com/books/download?dac=C2015-0-78109-0&isbn=9780429091933&doi=10.1201/b20752-32&format=pdf
Ending Page	324
Page Count	13
Starting Page	312
DOI	10.1201/b20752-32
Language	English
Publisher	Informa UK Limited
Publisher Date	2005-02-01
Access Restriction	Open
Subject Keyword	Book Name: Evidence-based Education in the Health Professions Education Research Evidence Based Centre Robert Push Engaging Makers Ease Century Inevitably
Content Type	Text
Resource Type	Chapter