Like many human endeavors, medical education is replete with assumptions that have not been adequately tested. This is due in part to the challenges of using the scientific method—creating models and study designs to isolate variables—or finding metrics that truly capture the important outcomes. It also may be a result of implicit notions that such research cannot be done; that the answers are self-evident; or perhaps that this type of work is not needed, valuable, or worth supporting.
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