journal.GIF (7637 bytes)


What is EBMedEd?

Evidence-based Medical Education (EBMedEd) is the conscientious, explicit and judicious use of current best evidence in making decisions about individual educational programs. The practice of EBMedEd means integrating individual educational expertise with the best available external (i.e., literature) and/or internal (i.e., program evaluation) medical education evidence from systematic research.*

* Adapted from DL Sackett et al’s 1997 definition of Evidence-Based Medicine (EBM)

Where can data about medical education be found?

Medical Education Journals Medical Education Web Sites
References Related to EB Med Ed / BEME NY Medical Education Journal Club

This is a work in progress!
Contributions and comments would be much appreciated.

Medical Education Journals

Academic Medicine

Advances in Health Science Education

Basic Science Educator

Education for General Practice

Education for Health

Evaluation and the Health Profession

Family Medicine

Journal of Audiovisual Media in Medicine

Journal of Interprofessional Care

Medical Education

Medical Education Online

Medical Teacher

Teaching and Learning in Medicine

The Journal of Continuing Education in the Health Professions

Medical Education Web Sites

AAMC Listservs

BEME Collaboration (Best Evidence Medical Education initiative of the Association for Medical Education in Europe to develop systematic reviews)

Campbell Collaboration (systematic reviews of the effects of social and educational policies and practices), Munich-Campbell Collaboration

CIS - Center for Instructional Support
(information database with Weblinks and education journal addresses)

Cochrane Collaboration (systematic reviews of the effects of health care interventions)

Contemporary Issues in Medical Education (AAMC data briefs)

Education-line (British database of electronic texts in education and training)

ERIC Clearinghouse on Higher Education (literature searches, reports)

Innovation Network, Inc. (free participatory evaluation service, evaluation tips)

Internet Detective
(Web-based tutorial that teaches critical evaluation of Internet information, can be downloaded)

Liszt (listserv search engine)

Medical Education Ring (electronic linkage of some 175 medical education-related Websites)

Olson GH. Research in Education FDN 5000 (Appalachian State University lecture slides juxtaposing different types of research)

RDRB/CME - Research and Development Resource Base in Continuing Medical Education (literature searches), The CE Lit Review

TIMELIT - Topics in Medical Education (Web-based awareness service consisting of almost 10,000 book and journal references)

References Related to EBMedEd

Abrahamson S. Myths and shibboleths in medical education. Teach Learn Med 1989;1(1):4-9

Anderson GM. Measurement of the outcome of learning: health care performance measurement and continuing medical education. J Cont Educ Health Prof 1999;19(4):222-26

Aspegren K. Teaching and learning communication skills in medicine: a review with quality grading of articles. Med Teach 1999;21,6:563-570

Baruch R et al. The Campbell Collaboration: a proposal for systematic, multi-national, and continuous reviews of evidence. Background paper, July 1999.

Bennett NL. The voices of evaluation. J Cont Educ Health Prof 1997;17(4):198-206

Bero LA et al. Closing the gap between research and practice: an overview of systematic reviews of interventions to promote the implementation of research findings. BMJ 1998;317:465-468

Best evidence medical education (BEME). Report of meeting 3-5 December 1999, London. Med Teach 2000;22(3):242-245

Bligh J, Anderson MB. Editorial: Medical teachers and evidence. Med Educ 2000;34:162-163

Boruch R et al. Progress on Developing the Campbell Collaboration: July 1999 and February, 2000. Background paper, March 2000.

Boruch RF. Randomized experiments for planning and evaluation: a practical guide. Thousand Oaks, CA: Sage, 1997

Brighton M. Making our measurements count. Med Teach 2000;22(2):154-159

Campbell DT, Stanley JC. Experimental and quasi-experimental designs for research. Chicago, Rand McNally, 1966

Campbell JK, Johnson C. Trend spotting: fashions in medical education. BMJ 1999;318(May 8):1272-5

Campos Outcalt D et al. The effects of medical school curricula, faculty role models and biomedical research support on choice of generalist physician careers: a review and quality assessment of the literature. Acad Med 1995;70(7):611-9

Cantillon P, Jones R. Does continuing medical education in general practice make a difference? BMJ 1999;318(May 8):1276-9

Casebeer L et al. Cost-benefit analysis: review of an evaluation methodology for measuring return on investment in continuing education. J Cont Educ Health Prof 1997;17(4):224-7

Chalmers I et al. How might the Cochrane Collaboration facilitate international collaboration to prepare and maintain systematic reviews of the effects of social and educational interventions? Background paper, July 1999.

Chalmers I, Boruch R. Liaison between the Cochrane Collaboration and the Campbell Collaboration: promoting collaboration, managing overlap and reducing duplication of effort. Discussion paper, March 2000.

Clarke M, Cooper H. Cochrane and Campbell methods groups. Discussion paper, March 2000.

Colliver JA, Williams RG. Technical issues: test application [standardized patients]. Acad Med 1993;68(6):454-60

Cooper H. Synthesizing research (3rd ed). Thousand Oaks, CA: Sage, 1998

Cronbach LJ. Designing evaluations of educational and social programs. San Francisco: Jossey-Bass, 1982

Davies P. Approaches to evidence-based teaching. Med Teach 2000;22(1):14-21

Davies P. What is evidence-based education? Br J Educ Studies 1999;47:108-121

Davis D, et al. Impact of formal continuing medical education. Do conferences, workshops, rounds and other traditional continuing education activities change physician behavior or health care outcomes? JAMA 1999;282(Sep 1):867-74

Davis D, Taylor-Vaisey A. Two decades of Dixon: The question(s) of evaluating continuing education in the health professions. J Cont Educ Health Prof 1997;17(4):207-13

Densin NK, Lincoln YS (eds.). Handbook of qualitative research. Thousand Oaks, CA: Sage, 1994

Dimitroff A, Davis WK. Content analysis of research in undergraduate medical education. Acad Med 1996;71(1):60-7

Education Group for Guidelines on Evaluation. Guidelines for evaluating papers on educational interventions. BMJ 1999;318(May 8):1265-7

Grant J. Measurement of learning outcomes in continuing professional development. J Cont Educ Health Prof 1999;19(4):214-21

Harden RM, Lilley PM. Editorial: Best evidence medical education: the simple truth. Med Teach 2000;22(2):117-119

Harden RM et al. AMEE Guide No. 14: Outcome-based education. Part 1 - An introduction to outcome-based education. Med Teach 1999;21(1):7-14

Harden RM et al. BEME Guide No. 1: Best evidence medical education. Med Teach 1999;21(6):553-62 Hart IR. Editorial: best evidence medical education (BEME). Med Teach 1999;21(5):453-4

Hart IR, Harden RM. Best evidence medical education (BEME): a plan for action. Med Teach 2000;22(2):131-135

Hutchinson L. Evaluating and researching the effectiveness of educational interventions. BMJ 1999;318(May 8):1267-9

Irby DM et al. Quantitative and qualitative research: An e-mail exchange. Acad Med 1996;71(6):687-92

Irby DM. Teaching and learning in ambulatory care settings: a thematic review of the literature. Acad Med 1995;70(10):898-931

Irby DM, Hekelman FP. Future directions for research on faculty development. Fam Med 1997;29(4):287-9

Jason H. Editorial: the importance-and limts-of best evidence medical education. Educ for Health 2000;13(1):9-14

Kachur EK. Development of a medical education journal club. In Scherpbier AJJA et al. (eds) Advances in medical education. Dordrecht: Kluwer Academic Publishers, 1997 (pp. 228-30)

Labaree DF. Educational researchers: living with a lesser form of knowledge. Educ Researcher 1998;27(8):4-12

LaPorte RE, et al. The death of biomedical journals. BMJ 1995;310(May 27):1387-90

Lockyer J. Resources for conducting evaluation studies. J Cont Educ Health Prof 1997;17(4):250-1

Macdonald G et al. Preparing and maintaining systematic reviews of health care, education, criminal justice, social welfare and social work interventions: managing overlap and avoiding duplication within and between the Cochrane and Campbell Collaborations. Discussion paper, March 2000.

Matt GE, Cook TD. Threats to the validity of research syntheses. In H Cooper, LV Hedges (eds). The handbook of research syntheses. New York: Russell Sage Foundation, 1994

Mazmanian PE. Cause, effect, and time: relations for research on change in continuing medical education (Commentary on Neff et al.). Teach Learn Med 1998;10(2):83-5

Mennin SP, McGrew MC. Scholarship in teaching and best evidence medical education: synergy for teaching and learning. Med Teach 2000;22(5):468-471

Meurer LN, Bland CJ, Maldonado G. The state of the literature on primary care specialty choices: where do we go from here? Acad Med 1996;68-77

Meurer LN, Morxinski JA. Published literature on faculty development programs. Fam Med 1997;29(4):248-50

Moher D et al. Assessing the quality of randomized controlled trials: an annotated bibliography of scales and checklists. Control Clin Trials. 1995;16(1):62-73

Moher D et al. Assessing the quality of reports of randomised trials: implications for the conduct of meta-analyses. Health Technol Assess 1999;3(12):1-98

Moreno E et al. A medical education journal club. Acad Med 1995;70:562

Norman GR. Editorial: evidence and education. Adv Health Sci Educ 2000;5(1):1-2 Norman GR. Reflections on BEME. Med Teach 2000;22(2):141-144

Norman GR. Examining the assumptions of Evidence Based Medicine. J Eval Clin Pract 1999;5:197-205

Norman G, Schmidt H. Of what practical use is a baby? Perspectives on educational research as a scientific enterprise. Prof Educ Researcher Quarterly (PERQ) 1999;20(3):1,3-5

Oakley A. An infrastructure for assessing social and educational interventions: the same or different? Background paper, July 1999.

Oxman A. The Cochrane Collaboration: ten challenges, and one reason why they must be met. Background paper, July 1999.

Petersen S. Time for evidence based medical education. Tomorrow's doctors need informed educators not amateur tutors. BMJ 1999;318(May 8):1223-4

Petrosino AJ et al. A Social, Psychological, Educational and Criminological Trials Register (SPECTR) to facilitate the preparation and maintenance of systematic reviews of social and educational interventions. Background paper, July 1999.

Reid A et al. Assessment of faculty development program outcomes. Fam Med 1997 29(4):242-7

Sebba J. Priority setting in preparing systematic reviews. Background paper, July 1999

Sheldon TA et al. Getting research findings into practice: When to act on the evidence. BMJ 1998;317:139-142

Smith AC III, Noblit GW. The idea of qualitative research in medical education. Teach Learn Med 1989;1(2):101-8

Tannenbaum SJ. Evidence and expertise: The challenge of the outcomes movement to medical professionalism Acad Med 1999;74:757-763

Tonnelli MR. The philosophical limits of evidence based medicine. Acad Med 1998;73:1234-1240

van der Vleuten CPM et al. The need for evidence in education. Med Teach 2000;22(3):246-250

Vu T et al. Prioritizing areas for faculty development of clinical teachers by using student evaluations for evidence-based decisions. Acad Med 1997;72(supl 1 Oct):S7-S9

Wartman SA. Research in medical education. The challenge for the next decade. Acad Med 1994; 69(8):608-14

Wilkes M, Bligh J. Evaluating educational interventions. BMJ 1999;318(May 8):1269-72

Wolf FM. Lessons to be learned from evidence-based medicine: practice and promise of evidence-based medicine and evidence-based education. Med Teach 2000;22(3):251-259

Wolf FM. Using evidence of effectiveness from randomized trials and meta-analyses to make health care decisions: how information is framed may affect judgments. (Abstract) Medical Decision Making 1996; 16:464

Wolf FM. Interpreting results of RCTs and meta-analyses: implications for providers, consumers, & policy makers. (Abstract) Proceedings of the 5th International Cochrane Colloquium, Amsterdam, The Netherlands, October 1997, p. 240

Wolf FM. Methodological observations on bias in meta-analysis. In KW Wachter, ML. Straf (Eds). The future of meta-analysis (pp. 139-151). New York: Russell Sage Foundation, 1990

Visit the rest of our site:
Home Page     E.K. Kachur    Med Ed Glossary
Evidence Based Medicine
    NY Med Ed Journal Club     Culture of Medical Education