A Broken Paradigm? What Education Needs to Learn from Evidence-Based Medicine

Autor/inn/en	McKnight, Lucinda; Morgan, Andy
Titel	A Broken Paradigm? What Education Needs to Learn from Evidence-Based Medicine
Quelle	In: Journal of Education Policy, 35 (2020) 5, S.648-664 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McKnight, Lucinda) ORCID (Morgan, Andy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2019.1578902
Schlagwörter	Evidence Based Practice; Medicine; Educational Policy; Foreign Countries; Indigenous Populations; Standards; Diversity; Randomized Controlled Trials; Guidelines; Policy Formation; Conflict of Interest; Teacher Role; Medical Education; Australia; United Kingdom (England) + Suchen Sie Ihr Suchwort? Medizin; Politics of education; Bildungspolitik; Ausland; Sinti und Roma; Standard; Richtlinien; Politische Betätigung; Interessenkonflikt; Lehrerrolle; Medizinische Ausbildung; Australien
Abstract	The paradigm of evidence-based education continues to inform the development of policy in a number of countries. At its simplest level, evidence-based education incorporates evidence, often that provided by randomised controlled trials, into classroom practice. England's Education Endowment Foundation is in the process of exporting evidence-based school education, promoted as a medical approach, to other countries, including Australia. Australia is in the process of establishing an Education Evidence Base, informed by the government's 2016 Productivity Commission report. While the literature around evidence-based education is explicit in identifying its basis in medicine, there has been little medical input into its development. Interdisciplinary examination of the medical literature reveals the contested nature and troubled state of evidence-based medicine and what policymakers need to consider to maximise the benefits of this translation into education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01