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Evidence-Based Medicine 2007;12:2-1; doi:10.1136/ebm.12.1.2
Copyright © 2007 by the BMJ Publishing Group Ltd.

EBM notebook

Jottings . . .

The Editors

The first 150 words of the full text of this article appear below.

What we should teach students about searching, and in particular, which resources we should teach them to use? Obviously the EBM journal is vital, but what else? A recent discussion on the Evidence-Based Health Care email list (www.jiscmail.ac.uk/lists/EVIDENCE-BASED-HEALTH.html) raised several issues. Brian Haynes’s 5S model is very helpful (see the December 2006 issue) here—neatly describing the layers of information. But how much should we teach about each layer and in what order? I think Jo Hunter summed the issue up nicely when she wrote:

" ... without recognising what constitutes a ‘good’ or even appropriate primary study for your search question it would be difficult to appraise a secondary source, which itself summarises and evaluates primary studies. It would be slightly foolhardy to assume that their methods are always completely unbiased. Also it may be necessary to search for primary studies that have been written after any secondary . . . [Full text of this article]


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This article has been cited by other articles:

  • Matteson, L., Rice, M. J., Stein, K. F. (2008). Letter to the Editor of the Evidence-Based Practice Column: Evidence-Based Practice in Psychiatric Care--Facing the Future Now!. J Am Psychiatr Nurses Assoc 14: 379-381  
  • Stein, N. D (2007). Letter. Evid. Based Med. 12: 61-61 [Full Text]  

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