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Medical Teacher Volume 26, 2004 - Issue 1
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Original Article

A locally created EBM course for faculty development

Gerald E. Crites Wright State University School of Medicine, Dayton, OH, USACorrespondenceGerald.e.crites@ wright.edu
,
Ximena Chrisagis Wright State University School of Medicine, Dayton, OH, USA
,
Vipul Patel Wright State University School of Medicine, Dayton, OH, USA
,
David Little Wright State University School of Medicine, Dayton, OH, USA
&
Timothy Drehmer Wright State University School of Medicine, Dayton, OH, USA
Pages 74-78 | Published online: 03 Jul 2009

References

  • CAMPBELL, D.T. & STANLEY, J.C. (1963) Experimental and Quasi-experimental Designs for Research (Chicago, Rand McNally College Publishing).
  • CRITEs, G.E., MCDONALD, S.D. & MARKERT, R.J. (2002) Teaching EBM facilitation using small groups, Medical Teacher, 24 (4), p. 442.
  • DAVIS, D., O'BRIEN, M.A., PREEMANTLE, N. et al. (1999) Impact of formal continuing medical education: do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes?, Journal of the American Medical Association, 282(9), pp. 867–874.
  • GREEN, M.L. & ELLis, P.J. (1997) Impact of an evidence-based medicine curriculum based on adult learning theory, Journal of General Internal Medicine, 12, pp. 742–750.
  • GREEN, M.L. (2000) Evidence-based medicine training in internal medicine training, Journal of General Internal Medicine, 15, pp. 129–133. NEALE, V., Rom, L.M. & ScHwAwrz, K.L. (1999) Faculty development using evidence-based medicine as an organizing curricular theme, Academic Medicine, 74(5), p. 611.
  • SAcKETT, D.L., STRAUS, S.E., RICHARDSON, W.S. et al. (2000) Evidence-based Medicine: How to Practice and Teach EBM, 2nd Edn (New York, Churchill-Livingstone).

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