{ "items": [ "\n\n
\n \n
\n \n

\n Beware evidence 'spin'; an important source of bias in the reporting of clinical research\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n CEBM response: 'Lack of an association or an inverse association between low-density-lipoprotein cholesterol and mortality in the elderly: a systematic review' - a post publication peer review\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n When medicine meets marketing: turmeric tea and other 'wonder herbs'\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n Ten components of effective clinical epidemiology: how to get started\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n

Clinical epidemiology involves learning a wide variety of skills to develop questions that matter to patient care.

\n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n Can randomised controlled trials be more efficient?\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n

How might we increase research efficiency?

\n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n How did NEJM respond when we tried to correct 20 misreported trials?\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n Outcome reporting bias: if you say you're going to do something, do it!\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n Outcome reporting bias: is it OK to be a little selective?\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n Evidence-Based Medicine: What's in a name?\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n The Laws of Life: Guldberg and Waages' Law of Mass Action\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n Knowledge to action: there is no tooth fairy\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n The Laws of Life: Theory and Evidence\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n Five tips to jump-start your evidence-based practice\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n

So, you\u2019ve heard of evidence-based medicine, but you\u2019re busy seeing patients and not sure where to start. You don\u2019t have to take fancy classes, listen to podcasts, or read any textbooks to start practising evidence-based medicine (but if you want to, you can find them all here).

\n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n 'For one week only' - Diagnosing high blood pressure in primary care\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n Altitude and hypertension\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n Reflections on David Sackett's time at the Centre for Evidence-Based Medicine\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n The evidence, the expert opinions and the reaction: a teaching example\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n Abandon exercise? Only if you believe unevidenced opinion\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n An over-enthusiastic science teacher - Dr Sarah Pannell\n

\n \n \n \n\n \n \n \n\n \n\n\n \n \n \n\n \n \n
\n \n
\n\n\n", "\n\n
\n \n
\n \n

\n The History of CEBM\n

\n \n \n \n \n\n \n \n
\n \n
\n\n\n" ], "more": "\n\n \n \n Load More\n \n \n\n", "msg": "" }