In this blog interview Dr Igho Onakpoya shares with us which systematic review that he\u2019s led or been involved in he would choose to take with him to read, if he was stranded on a desert island.
\n \n\n \n \nEpidemiologist, health behaviour scientist and post-doctoral researcher Min Gao shares with us the benefits she gained by taking the Teaching Evidence-Based Practice module as a short course.
\n \n\n \n \nIn this blog interview Dr Jeffrey Aronson shares with us which systematic review that he\u2019s led or been involved in he would choose to take with him to read, if he was stranded on a desert island.
\n \n\n \n \nIn this blog interview Dr Susannah Fleming shares with us which systematic review that she\u2019s led or been involved in she would choose to take with her to read, if she was stranded on a desert island.
\n \n\n \n \nIn this blog interview Dr Geoff Wong shares with us which systematic review that he\u2019s led or been involved in he would choose to take with him to read, if he was stranded on a desert island.
\n \n\n \n \nIn this blog interview Dr Annette Pl\u00fcddemann shares with us which systematic review that she\u2019s led or been involved in she would choose to take with her to read, if she was stranded on a desert island.
\n \n\n \n \nIn this blog interview Dr David Nunan shares with us which systematic review that he\u2019s led or been involved in he would choose to take with him to read, if he was stranded on a desert island.
\n \n\n \n \nIn this blog interview Dr Stephanie Tierney shares with us which systematic review that she\u2019s led or been involved in she would choose to take with her to read, if she was stranded on a desert island.
\n \n\n \n \nIn this blog interview Professor Kamal R Mahtani shares with us which systematic review that he\u2019s led or been involved in he would choose to take with him to read, if he was stranded on a desert island.
\n \n\n \n \nSixth year medical students Jennifer Knight and Archie Wing share details of their study within a review (SWAR) focusing on evaluating research integrity as part of their special study module at the Centre for Evidence-Based Medicine
\n \n\n \n \nFinal year medical students Lisa and Laura joined Dr David Nunan at the Centre for Evidence Based Medicine (CEBM) for a three-week special study module (SSM). While developing their understanding of systematic review principles and evolutions in the field, they also developed a protocol to investigate the potential impact of implicit bias on systematic review findings.
\n \n\n \n \nAna Spataru completed her MSc In Evidence-Based Health Care thesis in 2022 with a project focusing on the use of automatic technology for the administration of intravenous medication, a task usually performed by healthcare professionals.
\n \n\n \n \nFinal year medical students Minahil, Oskar, and Sukhmunni joined Dr David Nunan at the Centre for Evidence Based Medicine (CEBM) for a three-week special study module (SSM). While developing their understanding of some of the issues currently facing medical research, they also developed a protocol to further understand the scope of these issues.
\n \n\n \n \nChris Banks-Pillar shares his journey interrogating the integrity of evidence around exercise-based interventions for treating non-specific chronic lower back pain (NSCLBP) for his MSc in Evidence-Based Health Care dissertation.
\n \n\n \n \nArsenio Paez completed his DPhil in Evidence-Based Health Care in May 2023. Here he shares how this experience will inform his research focused on sleep, Alzheimer's Disease, and dementia and his teaching, in Canada.
\n \n\n \n \nAlumni, Anand Rajan, reflects his experience of the Postgraduate Certificate in Teaching Evidence-Based Health Care and how this is only the beginning of his EBHC educator\u2019s journey.
\n \n\n \n \n\"This isn't just about futuristic robots teaching medical students; it's about transforming the entire process of how we educate the healthcare professionals of the future.\"
\n \n\n \n \nIn this blog, MSc EBHC student, Filippo Giliberti, discusses how the programme enables students to ask bold questions and answer complex health problems.
\n \n\n \n \nIn this blog, researchers and module coordinators, Dr Nicola Lindson and Jonathan Livingstone-Banks, discuss the Nuffield Intervention Ladder: a way of systematising interventions on the \u2018Libertarianism\u2019 to \u2018Collectivism\u2019 ideological spectrum that often influence approaches to public health matters.
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