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Teaching and Learning Evidence-Based Surgical Practice
A Tale of 3 Texans
Arch Surg. 2001;136:1439-1440.
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| Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings. |
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IN 1998, A REPORT from the National Roundtable on Health Care Quality1 cited deficiencies in the quality of health care available to the citizens of the United States. A plan to achieve high-quality care, which was based on a requirement for the practice of medicine in ways that would improve health outcomes using the best available scientific knowledge, was offered. The roundtable was clear in the consensus that quality, outcomes, and the best scientific knowledge could be identified and measured and that adoption of this pathway to quality was essential for health care quality to reach a desirable and attainable level.
Measurement and recording of outcomes in medical practice on a day-to-day basis; acquiring, assessing, and using the best medical knowledge; and implementing best practices are all features of "evidence-based medicine." The evidence-based medicine movement trumpets this formula as a new paradigm for the practice of medicine. Evidence-based medicine "de-emphasizes . . . [Full Text of this Article]
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