Teaching by (bad) example: what a confused attempt to “advance” EBM reveals about its underlying problems: commentary on Jenicek, M. (2015) Do we need another discipline in medicine? From epidemiology and evidence based medicine to cognitive medicine and medical thinking.

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Loughlin, Michael ORCID: https://orcid.org/0000-0002-2234-2146, Wyer, Peter and Tanenbaum, Sandra (2016) Teaching by (bad) example: what a confused attempt to “advance” EBM reveals about its underlying problems: commentary on Jenicek, M. (2015) Do we need another discipline in medicine? From epidemiology and evidence based medicine to cognitive medicine and medical thinking. Journal Of Evaluation In Clinical Practice, 22 (4). pp. 628-633. ISSN 1356-1294

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Official URL: https://doi.org/10.1111/jep.12552

Abstract

Professor Jenicek's paper is confused, in that his proposal to “integrate” what he means by “evidence-based scientific theory and cognitive approaches to medical thinking” actually embodies a contradiction. But, although confused, he succeeds in teaching us more about the EBM debate than those who seem keen to forge ahead without addressing the underlying epistemological problems that Jenicek brings to our attention.
Fundamental questions about the relationship between evidence, knowledge and reason still require resolution if we are to see a genuine advance in this debate.

Item Type:	Article
Identifier:	10.1111/jep.12552
Subjects:	Medicine and health Philosophy
Depositing User:	Michael Loughlin
Date Deposited:	18 May 2018 01:35
Last Modified:	06 Feb 2024 15:57
URI:	https://repository.uwl.ac.uk/id/eprint/5020