ABSTRACT
INTRODUCTION In the 1990s, evidence-based practice was introduced in the teaching of medical students and it soon become the dominant paradigm in clinical practice and clinical decision-making.1 Aft er spreading across all health fi elds, it was applied, inevitably, to education. Th e push for evidence-based education arose in the United Kingdom and the United States at the start of this century. Robert Coe,2 from the Curriculum Evaluation and Management Centre at the University of Durham in the United Kingdom, argued in 2000 that
the ease with which politicians, policy makers – and even teachers – have been able to get away with implementing their prejudices without even token consideration of the evidence, let alone engaging in a serious and informed debate about its quality and importance, is a disgrace.
