At the end of June I attended the Centre for Evidence Based Medicine’s (CEBM) annual EvidenceLive conference, in Oxford, UK.
It gave me the opportunity to consider how and if Evidence Based (or informed or supported if you prefer) Education can learn from the journey of Evidence Based Medicine over the past twenty years.
I was asked to write guest blog post for the CEBM about my thoughts attending the conference from the perspective of an educator and education researcher. In addition to exploring what the term ‘evidence based’ means in the post, I consider how education is constrained in a way that medicine is not by the relative capacity of end users (teachers, pupils, parents vs patients) to contribute directly to how evidence based practice is conceptualised for them personally. I also suggest that those who take the reductive view that evidence based education is conceptualised only in terms of research evidence (and rather specifically, randomised trials) are mischaracterising the field, and need to reassess their position.
You can view the post at the CEBM site here: http://www.cebm.net/can-education-learn-evidence-based-medicine/
Note: At time of writing one of the links in the blog post is broken. It should link to Gary Thomas’ mischaracterisation of what constitutes ‘evidence’, from the Times Higher Education, and can be viewed here.