References
- Barbour RS. Making sense of focus groups. Med Educ 2005; 39: 742–750
- Bundy A. Australian and New Zealand information literacy framework principles, standards and practice2nd. Australian and New Zealand Institute for Information Literacy, Adelaide 2004
- Cardis E, Deltour I, Vrijheid M, Combalot E, Moissonnier M, Tardy H, Armstrong B, Giles G, Brown J, Siemiatycki J, et al. Brain tumour risk in relation to mobile telephone use: Results of the interphone international case-control study. Int J Epidemiol 2010; 39: 675–694
- Chapman C, Ramondt L, Smiley G. Strong community, deep learning: Exploring the link. Innov Educ Teach Int 2005; 42(3)217–230
- Davies P. Approaches to evidence-based teaching. Med Teach 2000; 22(1)14–21
- Dawes M, Summerskill W, Glasziou P, Cartabellotta A, Martin J, Hopayian K, Porzsolt F, Burls A, Osborne J. Sicily statement on evidence-based-practice. BMC Med Educ 2005; 5(1), doi: 10.1186/1472-6920-5-1
- Del Mar C, Glasziou P, Mayer D. Teaching evidence based medicine. BMJ 2004; 329: 989–990
- Fulford B. Bringing together values-based and evidence-based medicine: UK Department of health initiatives in the ‘personalisation’ of care. J Eval Clin Pract 2011; 17: 341–343
- Goodyear-Smith F. Practising alchemy: The transmutation of evidence into best health care. Family Pract 2011; 28(2)123–127
- Green ML. Graduate medical education training in clinical epidemiology, critical appraisal and evidence-based medicine: A critical review of curricula. Acad Med 1999; 74: 686–694
- Hanrahan SJ, Isaacs G. Assessing self-and peer assessment: The students views. High Educ Res Develop 2001; 20(1)53–70
- Kember D, Kelly M. Improving teaching through action research. HERDSA, Campbelltown, NSW 1993
- Kunz R, Nagy E, Coppus SF, Emparanza JI, Hadley J, Kulier R, Weinbrenner S, Arvanitis TN, Burls A, Cabello JB, et al. How far did we get? How far to go? A European survey on postgraduate course in evidence-based medicine. J Eval Clin Pract 2009; 15: 1196–1204
- Loughlin M. The basis of medical knowledge: Judgement, objectivity and the history of ideas. J Eval Clin Pract 2009; 15: 935–940
- McGlynn EA, Asch SM, Adams J, Keesey J, Hicks J, DeCristofaro A, Kerr EA. The quality of health care delivered to adults in the United States. N Engl J Med 2003; 348(26)2635–2645
- Mila P, Dale J, Fulford B. Values-based practice in primary care: Easing the tensions between individual values, ethical principles and best evidence. Br J Gen Pract 2006; 56: 703–709
- Norton LS. Action research in teaching and learning: A practical guide to conducting pedagogical research in universities. Routledge, Abingdon 2008
- Sackett D. Clinical epidemiology: What, who, and whither. J Clin Epidemiol 2002; 55: 1161–1166
- Salmon G. E-moderating: The key to teaching and learning on-line. RoutledgeFalmer, London 2003
- Seedhouse D. Values transparency and inter-professional communication. J Primary Health Care 2009; 1: 332–334
- Sloman M, Reynolds J. Developing the e-learning community. Human Resour Develop Int 2003; 6(2)259–272
- Spring H. Learning and teaching in action. Health Inform Libr J 2010; 27: 327–331
- Thomas DR. A general inductive approach for analyzing qualitative data. Am J Eval 2006; 27: 237–246
- Tonelli MR. The philosophical limits of evidence-based medicine. Acad Med 1998; 73: 1234–1240
- Tonelli MR. Advancing a casuistic model of decision making: A response to commentators. J Eval Clin Pract 2007; 13: 504–507
- Tonelli MR. Evidence-free medicine: Forgoing evidence in clinical decision making. Perspect Biol Med 2009; 52: 319–331
- Tonelli MR. The challenge of evidence in clinical medicine. J Eval Clin Pract 2010; 16: 384–389