Evidence-Based Medicine: A Genealogy of the Dominant Science of Medical Education.
Debates about how knowledge is made and valued in evidence-based medicine (EBM) have yet to understand what discursive, social, and historical conditions allowed the EBM approach to stabilize and proliferate across western medical education. This paper uses a genealogical approach to examine the epistemological tensions that emerged as a result of various problematizations of uncertainty in medical practice. I explain how the problematization of uncertainty in the literature and the contingency of specific social, political, economic, and historical relations allowed the EBM approach to become a programmatic and pedagogical focus of the Faculty of Medicine at McMaster University and beyond.
Department of Sociology, Brandon University, 270 - 18th Street, Brandon, MB, R7A 6A9, Canada. hanemaayera@brandonu.ca.
Ariane
A
Hanemaayer
D004501:Education, Medical; D019317:Evidence-Based Medicine; D006801:Humans; D007600:Judgment; D012586:Science; D035501:Uncertainty
clinical judgment; evidence-based medicine; genealogy; medical education; uncertainty