This Article  • Full text  • PDF  • Send to a friend  • Save in My Folder  • Save to citation manager  • Permissions  Citing Articles  • Citing articles on HighWire  • Contact me when this article is cited  Related Content  • Related articles  • Similar articles in JAMA

	Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings.

To the Editor: In their Commentary, Drs Hatala and Guyatt¹ argue that better evidence is needed to assess the teaching of evidence-based medicine (EBM). I have some fundamental questions about these authors' assumptions. Is there high-quality evidence that practicing EBM affects patients' outcomes? I ask this question not to propose that such studies be undertaken but to raise the point that we can know some things are good and useful without performing randomized controlled studies. If so, should then the teaching of EBM be held to a higher standard than its practice? Is there equipoise as to the merits of other bases for teaching students and residents? If not, then should we subject learners to randomized controlled studies to catalog more evidence about what is already evident? Instead of turning to the field of health services research for ideas about ever more complex research designs to improve teaching, perhaps we . . . [Full Text of this Article]

RELATED ARTICLES

Research in Medical Education
Rose Hatala and Gordon H. Guyatt
JAMA. 2003;289(2):176.
EXTRACT | FULL TEXT  

Evaluating the Teaching of Evidence-Based Medicine
Rose Hatala and Gordon Guyatt
JAMA. 2002;288(9):1110-1112.
EXTRACT | FULL TEXT  

THIS ARTICLE HAS BEEN CITED BY OTHER ARTICLES

Climate Change and the Transmission of Vector-Borne Diseases: A Review
Ying Zhang et al.
Asia Pac J Public Health 2008;20:64-76.
ABSTRACT