Evidens og erkendelsesteori udmøntet i en klinisk kontekst

Resumé

The article examines the concept of evidence and its influence on health professions and their educational programs. It uses illustrations and examples to support the understanding of epistemology and science.

After a brief historical overview of evidence-based practice, the discussion addresses the challenges involved in generating the knowledge and interpretive models that guide clinical decision-making. Parallels are drawn to contemporary neuroscience, particularly theories of predictive processing, which emphasize how understanding is shaped by prior expectations. Interpretive models are therefore context‑dependent and influenced by pre-understanding; they should be regarded as provisional rather than definitive, and open to revision when new insights arise.

The article refers to a three-step operationalization that helps articulate the phenomenon under investigation in concrete data or otherwise manageable units of information. This structure promotes transparency in the use of empirical material and facilitates both validation and scholarly reflection on the epistemic process.

It is emphasized that clinicians must develop a realistic understanding of the epistemic foundations of their field to act reflectively as health professionals. Teaching in philosophy of science and epistemology is therefore essential and should provide insight into the concept of evidence and the challenges of producing credible descriptions of clinical practice.