RT Journal
A1 Montori VM, Guyatt GH
T1 PRogress in evidence-based medicine
JF JAMA
JO JAMA
YR 2008
FD October 15
VO 300
IS 15
SP 1814
OP 1816
DO 10.1001/jama.300.15.1814
UL http://dx.doi.org/10.1001/jama.300.15.1814
AB 
The article was audacious in suggesting that EBM represented a new paradigm in the teaching and practice of medicine by deemphasizing unsystematic clinical observations, pathophysiological inference, and authority. The article honored traditional skills (eg, understanding biology, demonstrating empathy), but emphasized new skills that learners must acquire and use: question formulation, search and retrieval of the best available evidence, and critical appraisal of the study methods to ascertain the validity of results. The article aggressively presented EBM as a fundamentally new approach.