title: Teaching by (bad) example: what a confused attempt to "advance" EBM reveals about its underlying problems: commentary on Jenicek, M. (2015). Do we need another discipline in medicine? From epidemiology and evidence-based medicine to cognitive medicine and medical thinking. Journal of evaluation in clinical practice, 21:1028-1034.
abstract: Professor Jenicek's paper is confused in that his proposal to 'integrate' what he means by 'evidence-based scientific theory and cognitive approaches to medical thinking' actually embodies a contradiction. But, although confused, he succeeds in teaching us more about the EBM debate than those who seem keen to forge ahead without addressing the underlying epistemological problems that Jenicek brings to our attention. Fundamental questions about the relationship between evidence, knowledge and reason still require resolution if we are to see a genuine advance in this debate.
authors.affiliation: Department of Interdisciplinary Studies, MMU Cheshire, Crewe, UK.
authors.forename: Michael
authors.initials: M
authors.lastname: Loughlin
authors.affiliation: Columbia University Medical Center, New York, NY, USA. pwyer@att.net.
authors.forename: Peter
authors.initials: P
authors.lastname: Wyer
authors.affiliation: Department of Health Services Management and Policy College of Public Health, The Ohio State University, Columbus Ohio, USA.
authors.forename: Sandra J
authors.initials: SJ
authors.lastname: Tanenbaum
mesh_terms: D003071:Cognition; D019317:Evidence-Based Medicine / Q000193:education*; D006801:Humans; D019359:Knowledge; D012586:Science; D013850:Thinking