What is Evidence-based Education?

Davies, Philip

doi:10.1111/1467-8527.00106

Cited by 480 publications

(334 citation statements)

References 53 publications

Supporting

Mentioning

272

Contrasting

Unclassified

Order By: Relevance

“…Qualitative methods can make a connection between theories and practices to construct knowledge to evaluate undergraduate health course. [3] Qualitative methods have some limitations as they provide further information and insights only to a particular group, event, phenomenon, or process. [13] However, this limitation does not invalidate qualitative studies to guide the comprehension about some phenomena as students' perceptions regarding dental courses.…”

Section: Resultsmentioning

confidence: 99%

“…The development of this research is necessary and important because current review studies published on the last decades are seldom systematically and critically designed to evaluate the level of evidence. [3] Indeed, well-designed integrative and systematic review studies are currently necessary to comprehend the issue proposed with this study.…”

Section: Methodsmentioning

confidence: 99%

“…This technique is a scientific method to categorize and classify the evidences to any subject or issue. [3][4][5] It allows researchers to catch up with the scientific literature. An Integrative Literature Review is a categorization of the literature, which conducts to understand the state of art of any research object.…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Students′ perceptions regarding dental courses: An integrative literature review

2012

View full text Add to dashboard Cite

Background: Currently, dental courses are concerned with an academic environment with spaces to coach students to construct an ethical and a humane profile. Dental students' perceptions regarding their courses need to be the baseline to curricula evaluation. This study aims to comprehend the perceptions regarding dental courses and describe how these perceptions are currently studied. Materials and Methods: Quantitative and descriptive approach designed by an Integrative Literature Review. Authors constructed the sample of study by means of the descriptors Education; Perception; Dentistry and Curriculum. Authors crossed these descriptors at worldwide databases as Lilacs, PubMed/Medline/WofS, IBECS, Library Cochrane, and SciELO. Results: 76% of the evidences were developed by means of quantitative studies without application of a validate instrument (68%). The content, of the 25 articles analyzed, were categorized as: Perceptions about educational and social environment to evaluate an undergraduate curriculum (68%); Evaluating student's abilities and their academic interests to analyze his/her academic training (24%); Problem-Based Learning in health undergraduate courses as a possibility for perspective of learning (8%). The evidence levels of sample selection were III (4%); IV (52%); V (28%) and VI (16%). Conclusion: This research considers that new evaluations are necessary in order to validate the information about the students' perception regarding dental course.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Students′ perceptions regarding dental courses: An integrative literature review

2012

View full text Add to dashboard Cite

show abstract

“…Og endelig 3) at interventionsforskningen risikerer at undervurdere vaerdiers og normers rolle i konkrete uddannelsespraksisser (se f.eks. Davies, 1999). Hvis tilgangen og principperne i interventionsforskningstilgangen ukritisk overføres fra sundhedsvidenskaben til uddannelses-og skoleområdet, er jeg langt hen ad vejen enig.…”

Section: Issn Xxxx-xxxxunclassified

Anvendelsesforpligtet grundforskning på læreruddannelsen

Nielson

2018

LUP

View full text Add to dashboard Cite

IndledningLaereruddannelsen har siden begyndelsen af 2013 sammen med de øvrige uddannelser i professionshøjskolesektoren fået nye rammer for arbejdet med forskning og udvikling (herefter FoU). På den ene side har denne aendring af rammerne medført en tydeligere beskrivelse af FoU-opgaven. På den anden side rummer tydeliggørelsen af FoU-opgaven en raekke centrale begreber, som -trods henvisninger til gaengse standarder -er uklart definerede. I praksis har dette medført en betydelig variation i løsningen af FoU-opgaven på tvaers af landets laereruddannelser. Spørgsmålet er, hvorvidt denne variation er et problem, og om det ikke blot er en ønskvaerdig konsekvens af, at både laereruddannelsens og laererprofessionens kerneopgave er kompleks og foranderlig? Som jeg ser det, udgør den manglende klarhed om FoU-opgaven et potentielt problem: Dels kan den udfordre kvaliteten af det kon-

show abstract

“…The concept of evidence-based education appears in the literature in the last years of the previous century with publications like Davies [1], Harden et al [2], and Harden and Lilley [3]. It is also referred to as research-based or literature-based education.…”

mentioning

confidence: 99%

Introduction to the Theme for 2017: Advances in Evidence Based Health Sciences Education

Jong

2017

Med.Sci.Educ.

View full text Add to dashboard Cite

In 2015, Medical Science Educator introduced Bjournal sections^on a specific topic. These thematic sections are the successor of the special issues that were published annually over the past several years. The content for the thematic sections is solicited by a special call for manuscripts. In 2017, we are publishing a special journal section dedicated to the topic of BAdvances in Evidence Based Health Sciences Education.Î n this section, the journal would like to explore how evidence-based education is implemented in health curricula around the world.The concept of evidence-based education appears in the literature in the last years of the previous century with publications like Davies [1], Harden et al. [2], and Harden and Lilley [3]. It is also referred to as research-based or literature-based education. The idea behind evidence-based education is to use teaching methods based on significant and reliable evidence obtained from experiments in different learning environments. In this way, it can be defined as a set of principles and practices for enhancing educational practice. The demands nowadays being made upon teaching faculty and the educational system call out for our educational practice to be based on the best teaching evidence available.In this concept, there is a clear role for the peer-reviewed academic journals in medical education. These journals address the current educational issues and report on (scholarly) research using different methodologies. It is important that the educational research literature is indexed, classified, appraised, and accessible to educators in the entire health science education field, so that they can find and critically appraise it in order to determine its relevance to their own educational setting. I see this as the main goal of our journal, and I hope that the articles in this section are of interest to you.Peter GM de Jong, PhD Editor-in-Chief References 1. Davies P. What is evidence-based education? Br J Educ Stud. 1999;47(2)

show abstract

What is Evidence-based Education?

Cited by 480 publications

References 53 publications

Students′ perceptions regarding dental courses: An integrative literature review

Students′ perceptions regarding dental courses: An integrative literature review

Anvendelsesforpligtet grundforskning på læreruddannelsen

Introduction to the Theme for 2017: Advances in Evidence Based Health Sciences Education

Contact Info

Product

Resources

About