Tips for teachers of evidence-based medicine: Adjusting for prognostic imbalances (confounding variables) in studies on therapy or harm

Journal of General Internal Medicine

Volumn 23, Issue 3, 2008, Pages 337-343

  Kennedy, Cassie C ^a   Jaeschke, Roman ^b   Keitz, Sheri ^c,d   Newman, Thomas B ^e   Montori, Victor M ^a   Wyer, Peter C ^g   Guyatt, Gordon ^b   Cook, Deborah ^b   Haines, Ted ^b   Hatala, Rose ^h   Hayward, Robert ⁱ   Fisher, Bruce ⁱ   Barratt, Alexandra ^j   Dans, Antonio L ^k   Kennedy, Cassie ^a   Kleinbarts, Jennifer ^l   Lee, Anna ^m   Ho, Anthony ^m   Joynt, Gavin M ^m   Leipzig, Rosanne ⁿ   McGinn, Thomas ⁿ   Moyer, Virginia ^o   Prasad, Kameshwar ^p   Scott Richardson, W ^q   Wilson, Mark C ^r   more..

^a Mayo Clinic College of Medicine   (United States)

^b MCMASTER UNIVERSITY   (Canada)

^c VETERANS AFFAIRS MEDICAL CENTER   (United States)

^d UNIVERSITY OF MIAMI MILLER SCHOOL OF MEDICINE   (United States)

^e UNIVERSITY OF CALIFORNIA   (United States)

^f UNIVERSITY OF CALIFORNIA   (United States)

^g McMaster University ^*  (United States)

^h UNIVERSITY OF BRITISH COLUMBIA   (Canada)

ⁱ UNIVERSITY OF ALBERTA   (Canada)

^j UNIVERSITY OF SYDNEY   (Australia)

^k UNIVERSITY OF THE PHILIPPINES MANILA   (Philippines)

^l EMORY UNIVERSITY SCHOOL OF MEDICINE   (United States)

^m CHINESE UNIVERSITY OF HONG KONG   (Hong Kong)

ⁿ MOUNT SINAI MEDICAL CENTER   (United States)

^o UNIVERSITY OF TEXAS   (United States)

^p ALL INDIA INSTITUTE OF MEDICAL SCIENCES   (India)

^q WRIGHT STATE UNIVERSITY   (United States)

^r UNIVERSITY OF IOWA   (United States)

more..

Author keywords

Evidence based medicine; Teaching tips; Therapy

Indexed keywords

ARTICLE; CLINICAL STUDY; COMPARATIVE STUDY; COMPREHENSION; CONCEPT FORMATION; CONFOUNDING VARIABLE; EVIDENCE BASED MEDICINE; FIELD STUDY; OUTCOME ASSESSMENT; PATIENT ASSESSMENT; PREDICTOR VARIABLE; PROGNOSIS; QUALITATIVE RESEARCH; QUANTITATIVE STUDY; RANDOMIZATION; RISK FACTOR; TEACHER; TEACHING; TEACHING TIPS;

EID: 39249085797     PISSN: 08848734     EISSN: 15251497     Source Type: Journal    
DOI: 10.1007/s11606-007-0391-1     Document Type: Article

References (6)

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