Quetiapine for Parkinson's Disease psychosis: Evidence-based medicine versus expert belief: A case study

2018 ◽  
Vol 33 (7) ◽  
pp. 1186-1187 ◽  
Author(s):  
Joseph H. Friedman
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Based Medicine

scholarly journals Update on treatments for nonmotor symptoms of Parkinson's disease—an evidence‐based medicine review

2019 ◽  
Vol 34 (2) ◽  
pp. 180-198 ◽  
Author(s):  
Klaus Seppi ◽  
K. Ray Chaudhuri ◽  
Miguel Coelho ◽  
Susan H. Fox ◽  
Regina Katzenschlager ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Nonmotor Symptoms ◽  
Based Medicine ◽  
Medicine Review

The Movement Disorder Society Evidence-Based Medicine Review Update: Treatments for the motor symptoms of Parkinson's disease

2011 ◽  
Vol 26 (S3) ◽  
pp. S2-S41 ◽  
Author(s):  
Susan H. Fox ◽  
Regina Katzenschlager ◽  
Shen-Yang Lim ◽  
Bernard Ravina ◽  
Klaus Seppi ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Movement Disorder ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Motor Symptoms ◽  
Based Medicine ◽  
Medicine Review ◽  
Movement Disorder Society

scholarly journals From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Shannon Reidt ◽  
Keri Hager ◽  
James Beattie ◽  
Amy Pittenger ◽  
Maureen Smith ◽  
...  
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Evidence Based Medicine ◽  
Integrated Design ◽  
First Year ◽  
Evidence Based ◽  
And Performance ◽  
Pharmacy Curriculum ◽  
Based Medicine

This case study describes a longitudinal curricular sequence implemented to teach evidence-based medicine (EBM) skills. The longitudinal sequence is innovative in its approach, design, and assessment of EBM. This approach moves away from the conventional strategy of teaching drug information and drug literature evaluation as stand-alone courses and instead embraces the EBM Framework and its use in the context of authentic problem solving. The EBM Framework—Ask, Acquire, Appraise, and Apply—was used as the basis for defining seven EBM skills. These skills were targeted in the evidence-based, integrated design of 17 learning episodes delivered with eight faculty members through six courses in the first year. Student perceptions of relevance of EBM and performance on assessments and learning activities throughout the sequence suggest that integrating EBM across the first year of the curriculum is an effective strategy for teaching EBM skills. Three themes emerged from analysis of the data and experience, including the need for: a strong teaching team, a whole task approach with a focus on solving authentic problems, and care in interpreting the progression of assessments and patterns of student performance. Through instructor observations and peer review, the longitudinal sequence has been refined and has had an impact on the rest of the curriculum.   Type: Case Study

scholarly journals Some limits to evidence-based medicine: a case study from elective orthopaedics

1999 ◽  
Vol 8 (2) ◽  
pp. 99-107 ◽  
Author(s):  
E. Ferlie ◽  
M. Wood ◽  
L. Fitzgerald
Keyword(s):  
Evidence Based Medicine ◽  
Evidence Based ◽  
Based Medicine
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