This document discusses evidence-based education, including its origins in evidence-based medicine, key concepts, challenges, and proposals for debate. It notes that evidence-based education aims to utilize existing research evidence and establish sound evidence where it is lacking. However, it also acknowledges limitations like the provisional nature of evidence and risk of overlooking context. Overall, the document examines evidence-based education from multiple perspectives to provide a nuanced understanding of its promises and complexities.

1. Educación basada en
evidencias: luces y
sombras de un reto
para la escuela, la
investigación
y la política educativa
Fernando Trujillo Sáez - @ftsaez
https://unsplash.com/photos/RdLw6AuTH6Y

2. ¡Gracias!
https://unsplash.com/photos/nI8YlkExQoI

3. Educación basada en
evidencias: ¿suena bien, no?
https://unsplash.com/photos/zE6ZQ3wp7E8

4. “Evidence-based educational
policymaking has become a
global phenomenon.”
Wiseman, A. W. (2010). The Uses of Evidence for Educational Policymaking: Global Contexts and International
Trends. Review of Research in Education, 34(1), 1–24. https://doi.org/10.3102/0091732X09350472

5. What Works Clearinghouse
https://ies.ed.gov/ncee/wwc/

6. What Works Clearinghouse
https://ies.ed.gov/ncee/wwc/PracticeGuide/16

7. Best Evidence Encyclopedia
http://www.bestevidence.org/index.cfm

8. Campbell Collaboration
https://onlinelibrary.wiley.com/journal/18911803

9. Campbell Collaboration: Mindfulness
https://onlinelibrary.wiley.com/doi/10.4073/CSR.2017.5

10. Campbell Collaboration: Mindfulness
https://www.campbellcollaboration.org/media/k2/attachments/
0232_ECG_Maynard_Mindfulness_PLS_ES.pdf

11. ¿Cuál es su
origen?
¿Qué significa EbE?
https://unsplash.com/photos/z6NZ76_UTDI

12. Guyatt G, Cairns J, Churchill D, et al. (1992) Evidence-Based Medicine: A New Approach to Teaching the Practice of
Medicine. JAMA, 268(17):2420–2425. doi:10.1001/jama.1992.03490170092032

13. “Evidence based
medicine is the
conscientious, explicit,
and judicious use of
current best evidence in
making decisions about
the care of individual
patients.”
Sackett David L, Rosenberg William M
C, Gray J A Muir, Haynes R Brian,
Richardson W Scott.
Evidence based medicine: what it is and
what it isn't BMJ 1996; 312 :71
https://unsplash.com/photos/8rj4sz9YLCI

14. La MbE no es
encontrar
soluciones
universales sino
maneras de
abordar
problemas
concretos.

15. “Real evidence based
medicine has the care
of individual patients
as its top priority,
asking, “what is the
best course of action
for this patient, in
these circumstances,
at this point in their
illness or condition?””
https://unsplash.com/photos/EMZxDosijJ4
Greenhalgh Trisha, Howick Jeremy, Maskrey Neal.
Evidence based medicine: a movement in crisis? BMJ
2014; 348 :g3725

16. https://unsplash.com/photos/yIStB66P6qU
“EBM advocates want
patients, practitioners, health care managers and
policy makers to pay attention to
the best findings from health care research that meet
the dual requirements of being both scientifically
valid and ready for clinical application.”
Haynes, R. B. (2002). What kind of evidence is it that Evidence-Based Medicine advocates want health care providers and
consumers to pay attention to?. BMC health services research, 2(1), 3.

17. “The practice of evidence based medicine means
integrating individual clinical expertise with the
best available external clinical evidence from
systematic research.”
Sackett David L, Rosenberg William M C, Gray J A Muir, Haynes R Brian, Richardson W Scott. Evidence based medicine:
what it is and what it isn't BMJ 1996; 312 :71
https://unsplash.com/photos/jw3GOzxiSkw

18. “Individual clinical expertise” =
competencia y buen juicio
derivada de la práctica clínica
Sackett David L, Rosenberg William M C, Gray J A Muir, Haynes R Brian, Richardson
W Scott. Evidence based medicine: what it is and what it isn't BMJ 1996; 312 :71
5

19. “Evidence-based education operates at two levels.
The first is to utilise existing evidence from
worldwide research and literature on education and
associated subjects… The second level is to establish
sound evidence where existing evidence is lacking or
of a questionable, uncertain, or weak nature.”
http://www.shutterstock.com/es/pic-245658421/stock-photo-education-college-diverse-diversity-ethnic-ethnicity-team-concept.html
Davies, P. (1999), What is Evidence-based Education?. British Journal of Educational Studies, 47:
108-121. doi:10.1111/1467-8527.00106

20. La mejor evidencia clínica disponible:
1. ensayos clínicos controlados y aletorizados
(aunque en la MbE actual se amplían las metodologías);
2. revisiones sistemáticas de la literatura (PICO).
https://unsplash.com/photos/AMssSjUaTY4
https://library.health.nt.gov.au/litreview/searching

21. “Evidence based
medicine is not
“cookbook”
medicine.”Sackett David L, Rosenberg William M C, Gray J A Muir,
Haynes R Brian, Richardson W Scott. Evidence based
medicine: what it is and what it isn't BMJ 1996; 312 :71
http://www.shutterstock.com/es/pic-271036229/stock-photo-open-recipe-book-with-fresh-herbs-and-spices-on-wooden-background.html

22. “Evidence from research
can be no more than one
component of any
clinical decision.”
Haynes, R. B. (2002). What kind of evidence is it
that Evidence-Based Medicine advocates want
health care providers and consumers to pay attention
to?. BMC health services research, 2(1), 3.
https://unsplash.com/photos/XSQHuGGRO3g

23. “Good doctors use both
individual clinical expertise
and the best available
external evidence, and
neither alone is enough.
Sackett David L, Rosenberg William M C, Gray J A Muir, Haynes R
Brian, Richardson W Scott. Evidence based medicine: what it is and what
it isn't BMJ 1996; 312 :71
https://unsplash.com/photos/flsFQ3UTuKw

24. ¡Qué
maravilla, no!
https://unsplash.com/photos/YNSdNgcseLo

25. https://unsplash.com/photos/fjT3Zn2IhIk
N. Black. Evidence based policy: Proceed with care.
British Medical Journal, 323 (2001), pp. 275-279.
“Evidence is not static, but rather, is
characterised by its emergent and
provisional nature, being inevitably
incomplete and inconclusive…
Evidence may simply describe the
state of knowledge at a particular
time and place.”

26. Los “prácticos”
tienen un
tiempo
limitado.
Recursos,
también.
https://unsplash.com/photos/qDY9ahp0Mto
Haynes, R. B. (2002). What kind of evidence is it that
Evidence-Based Medicine advocates want health care
providers and consumers to pay attention to?. BMC health
services research, 2(1), 3.

27. Cabe el riesgo de pensar la
evidencia como respuesta
definitiva a los problemas.
https://unsplash.com/photos/GUYCM0jhuSA

28. La toma de decisiones es
más gestión de la
incertidumbre que control
de las variables.
https://unsplash.com/photos/D_5iQVxKkPY
Haynes, R. B. (2002). What kind of evidence is it that Evidence-Based Medicine advocates want health care providers and
consumers to pay attention to?. BMC health services research, 2(1), 3.

29. https://unsplash.com/photos/xxeAftHHq6E
Una aproximación
positivista a la “evidencia”
elimina el componente
cultural y contextual de la
investigación.
Maya J. Goldenberg, On evidence and evidence-based medicine: Lessons from the philosophy of science, Social Science &
Medicine, Volume 62, Issue 11, 2006, pages 2621-2632, ISSN 0277-9536, https://doi.org/10.1016/j.socscimed.2005.11.031.

30. “Even within the
confines of strictly
evidence-based
practice, empirical
evidence undergoes
numerous subjective
interpretations.”
https://unsplash.com/photos/4qIawjLB0aY
Maya J. Goldenberg, On evidence and evidence-based medicine: Lessons
from the philosophy of science, Social Science & Medicine, Volume 62,
Issue 11, 2006, pages 2621-2632, ISSN 0277-9536.

31. “While we may want to refer to
the activities of teachers as
interventions (…) we should not
think of these interventions as
causes but as opportunities for
students to respond and,
through their response, to
learn something from them.”
Biesta, G. (2007). Why “what works” won’t work: Evidence-
based practice and the democratic deficit in educational
research. Educational theory, 57(1), 1-22.
https://unsplash.com/photos/C7B-ExXpOIE

32. “The most important question for educational
professionals is therefore not about the
effectiveness of their actions but about the potential
educational value of what they do, that is, about the
educational desirability of the opportunities for
learning that follow from their actions.”
Biesta, G. (2007). Why “what works” won’t work: Evidence-based practice and
the democratic deficit in educational research. Educational theory, 57(1), 1-22.
https://unsplash.com/photos/WjIB-6UxA5Q

33. Otra visión de la MbE:
“A more pragmatic definition is a set of
tools and resources for finding and applying
current best evidence from research for the
care of individual patients.”
Haynes, R. B. (2002). What kind of evidence is it that Evidence-Based
Medicine advocates want health care providers and consumers to pay
attention to?. BMC health services research, 2(1), 3.
https://unsplash.com/photos/-nIrhwOCRY8

34. http://www.shutterstock.com/es/pic-320971742/stock-photo-success-creative-concept-pencil-ladder-with-copy-space.html
Logros de la MbE
Creación de estructuras nacionales e
internacionales de formación y acceso
al conocimiento
Establecimiento de estándares de
publicación para investigación primaria
y secundaria
Una estructura colaborativa para
recoger y sintetizar los resultados de
ensayos clínicos
(Cochrane Collaboration)
Greenhalgh Trisha, Howick Jeremy, Maskrey Neal. Evidence based medicine: a movement in crisis? BMJ 2014; 348 :g3725

35. Retos de la Educación
basada en Evidencias y
propuestas para el
debate

36. La clave es la construcción comunitaria y personal
de conocimiento a partir de la información científica
disponible ante los problemas concretos a los que
se enfrentan los profesionales de la Educación.
https://unsplash.com/photos/IQAHnPOYZOw

37. Los
profesionales
de la Educación
como lectores y
como
investigadores:
el “práctico
reflexivo”.
https://unsplash.com/photos/TFxGbCTDUHM

38. La identidad profesional de los educadores
como agentes de conocimiento o como
“replicantes” de conocimiento.
https://unsplash.com/photos/fbgFbOTOWz4

39. La “identidad pública
(digital)” de los profesionales
de la educación como
“científicos” y “divulgadores”
https://unsplash.com/photos/wn-KYaHwcis

40. El acceso universal a publicaciones
científicas por parte de los
profesionales de la Educación
http://www.shutterstock.com/es/pic-312295037/stock-photo-teenagers-young-team-together-cheerful-concept.html

41. El acceso a recursos para la
investigación por parte de
profesionales de la Educación
Steven Mintz. 2017. Reimagining the Academic Experience. Inside Higher Ed.
Disponible en https://www.insidehighered.com/blogs/higher-ed-gamma/reimagining-academic-experience
https://unsplash.com/photos/Wj1D-qiOseE

42. El diseño educativo como
experimento - y la toma de
datos para la investigación.
https://unsplash.com/photos/mRMQwK513hY

43. La publicación científica como mérito
y factor identitario en la carrera
profesional de educadores y
educadoras
https://unsplash.com/photos/u3ajSXhZM_U

44. La formación del profesorado
para la investigación
https://unsplash.com/photos/jfkD2buRaxA

45. La necesidad de estructuras (y
tiempos) para la colaboración en
investigación
https://unsplash.com/photos/D9kOnC_1AHw

46. Estrategia
nacional y
regional de
promoción de
la
investigación
educativa
http://www.shutterstock.com/es/pic-211638187/stock-photo-beautiful-smiling-girl-against-chalkboard-school-concept.html

47. “Los problemas del mundo
—y en particular los relativos a la educación—
son intrínsecamente complejos e
interdependientes
y no admiten soluciones simplistas.”
Ferran Ruiz Tarragó, “Tiempos postnormales”,
En https://notasdeopinion.com/2018/03/20/tiempos-postnormales/
https://unsplash.com/photos/9XTyIiFceKM

48. Gracias
https://unsplash.com/photos/ka7REB1AJl4
Una ponencia de
Fernando Trujillo Sáez
http://fernandotrujillo.es
http://twitter.com/ftsaez
http://conocimientoabierto.ugr.es
http://conecta13.com