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  1. Argumentation and evidence.R. E. G. Upshur & Errol Colak - 2003 - Theoretical Medicine and Bioethics 24 (4):283-299.
    This essay explores the role of informal logicand its application in the context of currentdebates regarding evidence-based medicine. This aim is achieved through a discussion ofthe goals and objectives of evidence-basedmedicine and a review of the criticisms raisedagainst evidence-based medicine. Thecontributions to informal logic by StephenToulmin and Douglas Walton are explicated andtheir relevance for evidence-based medicine isdiscussed in relation to a common clinicalscenario: hypertension management. This essayconcludes with a discussion on the relationshipbetween clinical reasoning, rationality, andevidence. It is argued that (...)
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  • Clinical reasoning: New challenges.William E. Stempsey - 2009 - Theoretical Medicine and Bioethics 30 (3):173-179.
    This article is an introduction to a special issue of Theoretical Medicine and Bioethics on clinical reasoning. Clinical reasoning encompasses the gamut of thinking about clinical medical practice—the evaluation and management of patients’ medical problems. Theories of clinical reasoning may be normative or descriptive; that is, they may offer recommendations on how clinicians ought to think or they may simply attempt to describe how clinicians actually do think. This article briefly surveys these approaches in order to show the complexity of (...)
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  • Recent developments in the evidence‐based healthcare debate.A. Miles, P. Bentley, A. Polychronis, J. Grey & C. Melchiorri - 2001 - Journal of Evaluation in Clinical Practice 7 (2):85-89.
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  • An integrated model of clinical reasoning: dual‐process theory of cognition and metacognition.James A. Marcum - 2012 - Journal of Evaluation in Clinical Practice 18 (5):954-961.
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  • Reflexivity and metapositions: strategies for appraisal of clinical evidence.Kirsti Malterud - 2002 - Journal of Evaluation in Clinical Practice 8 (2):121-126.
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  • Processing Probability Information in Nonnumerical Settings – Teachers’ Bayesian and Non-bayesian Strategies During Diagnostic Judgment.Timo Leuders & Katharina Loibl - 2020 - Frontiers in Psychology 11.
    A diagnostic judgment of a teacher can be seen as an inference from manifest observable evidence on a student’s behavior to his or her latent traits. This can be described by a Bayesian model of in-ference: The teacher starts from a set of assumptions on the student (hypotheses), with subjective probabilities for each hypothesis (priors). Subsequently, he or she uses observed evidence (stu-dents’ responses to tasks) and knowledge on conditional probabilities of this evidence (likelihoods) to revise these assumptions. Many systematic (...)
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