TY  - JOUR
T1  - PRogress in evidence-based medicine
AU  - Montori VM, Guyatt GH
Y1  - 2008/10/15
N1  - 10.1001/jama.300.15.1814
JO  - JAMA
SP  - 1814
EP  - 1816
VL  - 300
IS  - 15
N2  - 
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.

SN  - 0098-7484
M3  - doi: 10.1001/jama.300.15.1814
UR  - http://dx.doi.org/10.1001/jama.300.15.1814
ER  -