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Journal of Medical Humanities

, Volume 37, Issue 4, pp 449–473 | Cite as

Evidence-Based Medicine: A Genealogy of the Dominant Science of Medical Education

  • Ariane Hanemaayer
Article

Abstract

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.

Keywords

evidence-based medicine clinical judgment uncertainty medical education genealogy 

Notes

Acknowledgements

This research was supported by the Department of Sociology at the University of Alberta, the Social Sciences and Humanities Research Council of Canada, and the Killam Trusts at Dalhousie University. I would also like to thank Zohreh BayatRizi, Robyn Braun, Tim Caulfield, Ronjon Paul Datta, Brendan Leier, Anne McKeage, Tara Milbrandt, Braden O’Neill, and Christopher Schneider for their contributions to this project.

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Authors and Affiliations

  1. 1.Department of SociologyBrandon UniversityBrandonCanada

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