Debates about how knowledge is made and valued in evidence-based medicine (EBM) have yet to understand what discursive, social, and historical conditions allowed the EBM approach to stabilize and proliferate across western medical education. This paper uses a genealogical approach to examine the epistemological tensions that emerged as a result of various problematizations of uncertainty in medical practice. I explain how the problematization of uncertainty in the literature and the contingency of specific social, political, economic, and historical relations allowed the EBM approach to become a programmatic and pedagogical focus of the Faculty of Medicine at McMaster University and beyond.
CITATION STYLE
Hanemaayer, A. (2016). Evidence-Based Medicine: A Genealogy of the Dominant Science of Medical Education. Journal of Medical Humanities, 37(4), 449–473. https://doi.org/10.1007/s10912-016-9398-0
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