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Medical Teacher Volume 29, 2007 - Issue 4
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Identification of best evidence in medical education. Case study

Tim Dornan Universities of Manchester and Newcastle upon Tyne (UK), Maastricht (The Netherlands), and Queensland (Australia)Correspondence[email protected]
View further author information
,
Sonia Littlewood Universities of Manchester and Newcastle upon Tyne (UK), Maastricht (The Netherlands), and Queensland (Australia)View further author information
,
Stephen A Margolis Universities of Manchester and Newcastle upon Tyne (UK), Maastricht (The Netherlands), and Queensland (Australia)View further author information
,
Valmae Ypinazar Universities of Manchester and Newcastle upon Tyne (UK), Maastricht (The Netherlands), and Queensland (Australia)View further author information
,
Albert Scherpbier Universities of Manchester and Newcastle upon Tyne (UK), Maastricht (The Netherlands), and Queensland (Australia)View further author information
&
John Spencer Universities of Manchester and Newcastle upon Tyne (UK), Maastricht (The Netherlands), and Queensland (Australia)View further author information
Pages e72-e75 | Published online: 03 Jul 2009

References

  • Albanese M, Norcini J. Systematic reviews: What are they and why should we care?. Advances in Health Sciences Education. Theory and Practice 2002; 7: 147–151
  • Charlton BG, Miles A. The rise and fall of EBM. Quarterly Journal of Medicine 1998; 91: 371–374
  • Dornan T, Littlewood S, Margolis S, Scherpbier A, Spencer J, Ypinazar V. How can experience in clinical and community settings contribute to early medical education? Med. Teach 2006; 28: 3–18
  • Kelly AE. Research as design. Educational Researcher 2003; 23: 3–4
  • Murray E. Challenges in educational research. Medical Education 2002; 36: 110–112

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