To the Assignments, the Teacher’s Responses

Abstract

The students in this course were given a number of assignments specific to the content of the course (App. 3), to be addressed in group sessions of the students. The group experiences together with the teachers’ subsequent handouts on how the assignments perhaps should have been dealt with (App. 4) were instructive: contrary to a central element in the founding doctrine of the EBM movement, gaining mastery of the theory relevant to true understanding of practice-relevant clinical research evidently commonly is too challenging for busy practitioners to take the time to acquire