Meta-analysis was developed as a technique for combining the results of many different quantitative studies: it is often used to produce quantitative estimates of causal relations and/or association between variables. Meta-analysis is sometimes regarded as a central component of evidence-based practice. We draw attention to an incompatibility in the epistemology and methods of reasoning in quantitative meta-analysis and the epistemology and reasoning implicit in expert practice. We argue that this may be because the common perception of meta-analysis appeals to truth as correspondence; we suggest that rejecting the naive realism that underpins truth as correspondence allows meta-analysis to be understood in terms of truth as coherence. We can then develop an account of meta-analysis that does not depend upon reduction to a mathematical procedure but is an attempt to maximise coherence in beliefs about what works that is consistent with clinical reasoning in expert practice.
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http://dx.doi.org/10.1046/j.1440-1800.2002.00129.x | DOI Listing |
BMC Med Educ
January 2025
University of Minnesota Medical School, 420 Delaware Street SE, Mayo Building, Minneapolis, MN, 55455, USA.
Background: A common practice in assessment development, fundamental for fairness and consequently the validity of test score interpretations and uses, is to ascertain whether test items function equally across test-taker groups. Accordingly, we conducted differential item functioning (DIF) analysis, a psychometric procedure for detecting potential item bias, for three preclinical medical school foundational courses based on students' sex and race.
Methods: The sample included 520, 519, and 344 medical students for anatomy, histology, and physiology, respectively, collected from 2018 to 2020.
Sci Rep
January 2025
Office for the Advancement of Educational Information, Chengdu Normal University, Chengdu, 610000, China.
In the training of teacher students, simulated teaching is a key method for enhancing teaching skills. However, traditional evaluations of simulated teaching typically rely on direct teacher involvement and guidance, increasing teachers' workload and limiting the opportunities for teacher students to practice independently. This paper introduces a Retrieval-Augmented Generation (RAG) framework constructed using various open-source tools (such as FastChat for model inference and Whisper for speech-to-text) combined with a local large language model (LLM) for audio analysis of simulated teaching.
View Article and Find Full Text PDFPituitary
January 2025
Division of Endocrinology, Santiago de Compostela University and Ciber OBN, Santiago, Spain.
Purpose: A recent update of consensus guidelines for the management of Cushing's disease (CD) included indications for medical therapy. However, there is limited evidence regarding their implementation in clinical practice. This study aimed to evaluate current medical therapy approaches by expert pituitary centers through an audit conducted to validate the criteria of Pituitary Tumors Centers of Excellence (PTCOEs) and provide an initial standard of medical care for CD.
View Article and Find Full Text PDFBMJ Open
January 2025
Bristol Eye Hospital, University Hospitals Bristol & Weston NHS Foundation Trust, Bristol, UK.
Introduction: Papilloedema can be the first sign of life-threatening disease, for example, brain tumours. Due to the potential seriousness of this clinical sign, the detection of papilloedema would normally prompt urgent hospital referral for further investigation. The problem is that many benign structural variations of optic nerve anatomy can be mistaken for papilloedema, so-called pseudopapilloedema.
View Article and Find Full Text PDFJ Allergy Clin Immunol
January 2025
Division of Allergy & Immunology, Icahn School of Medicine at Mount Sinai; New York, NY, USA.
Background: The 2006 National Institute of Allergy and Infectious Disease/Food Allergy and Anaphylaxis Network (NIAID/FAAN) anaphylaxis criteria are widely used in clinical care and research. In 2020, the World Allergy Organization (WAO) published modified criteria that have not been uniformly adopted. Different criteria contribute to inconsistent care and research outcomes.
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