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al. redefined EBM as EBM was the perfectcombination of the best existing scientific evidence, the doctors’ clinical experience, and thepatients’ values to make the most appropriate diagnosis and treatment.Recently, a lot of medical decisions based on experience or opinions have proved to beineffective or even harmful. For example, the epidemiologic finding showed that in the recentdecade, as a result of mistakes in medical care, more than 1 million injuries and about 100000deaths occurred in the United States annually (Leape, Berwick, & Bates, 2002). In order to getout of the embarrassing situation, the hospitals and health care organizations have beensearching for the feasible measures, such as setting up Evidence-based Practice Centre (EPC).As far as the public is concerned, evidence-based assessment, as conducted by EPC, is veryimportant for the physicians to make the accurate clinical judgment. In a 2002 article, Leapeet al. argued that evidence-based assessment should put great emphasis on data fromrandomized controlled trial (RCT), and EBM must be on a basis of high-grade scientificevidence rather than opinions or experience. In fact, thousands of researches have been beingdone and the relevant findings are published annually, but unluckily, for diverse excuses, mostdoctors are lazy to search for the existing evidence.
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2.2 Development of Evidence-based Education
The philosophy of evidence-based practice originated from evidence-based medicinethat had quickly become the most important model in clinical decision-making, and then theidea was widely advocated and adopted in more other fields, not only in public health fieldslike nursing and pharmacy, but also in the fields of professional activity, such as managementand especially education. Doubts as to the quality of educational research not only are cast by the educationalprofessionals but also come from within the educational community itself. David Hargreaves(1997) criticized educational research for not having promoted the spread of relevantknowledge that would make the education become an evidence-based profession.Hargreaves’s criticism implied that the aims of research were not only to generate thecumulative body of relevant knowledge but also to enable teaching to be evidence-basedpractice. In other words, as far as Hargreave was concerned, the core of evidence-basededucation should be a double transformation of both educational practice and educationalresearch that could narrow the gap between policy, research and practice. To some degree,because the educational field is less predictable and technical than the field of medicine, mostteachers depend more on the daily personal experience and on the local knowledge gainedfrom the obsolete textbooks. At the same time, lots of teachers complain that they have neitherthe time nor the expertise, so it is unrealistic to engage in a systematic review of relevantliterature to improve their teaching competence. In addition, both teachers and researchershave long paid little attention to the investigation of teaching process.
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3. Research Methodology………15
3.1 Hypotheses……… 15
3.2 Research Design……… 15
3.2.1 Subjects………15
3.2.2 Instruments………16
3.2.3 Experimental and Testing Materials ……… 17
3.2.4Procedure for Practicing Evidence-based Education……… 17
3.3 Data Collection………26
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