Correction to: Evidence‑based understanding of introductions of research articles

SUMMARY We present a comprehensive review of the 130 international archival auditing and assurance research articles that were published in eight leading accounting and auditing journals for 1995–2014. In order to support evidence-based international standard setting and regulation, and to identify what has been learned to date, we map this research to the International Auditing and Assurance Standards Board's (IAASB) Framework for Audit Quality. For the areas that have been well researched, we provide a summary of the findings and outline how they can inform standard setters and regulators. We also observe a significant evolution in international archival research over the 20 years of our study, as evidenced by the measures of audit quality, data sources used, and approaches used to address endogeneity concerns. Finally, we identify some challenges in undertaking international archival auditing and assurance research and identify opportunities for future research. Our review is of interest to researchers, practitioners, and standard setters/regulators involved in international auditing and assurance activities.

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Evidence or Evidence Based Practice? An Analysis of IASL Research Forum Papers, 1998-2009

Evidence Based Library and Information Practice ◽

10.18438/b8w04b ◽

2011 ◽

Vol 6 (1) ◽

pp. 4

Author(s):

Marcia A. Mardis

Keyword(s):

Evidence Based Practice ◽

International Association ◽

School Library ◽

Academic Research ◽

Research Articles ◽

Evidence Based ◽

School Librarians ◽

Research Reporting ◽

Library Research ◽

Or Practice

Objective - Conferences are essential opportunities for professional development and for learning about research. This study analyses papers presented in the Research Forum track of the International Association of School Librarians (IASL) conferences to determine whether the amount of school library research reporting increased or decreased over time; who (i.e., what author roles and affiliations) has written about research; which countries were represented in the research articles; what topics were discussed in research articles; and what research methodologies were used. The aim was to determine the extent to which the Research Forum provides research evidence that relates to practice. Methods - This study continues the longitudinal analysis of published school library research begun by Clyde (1996) by analyzing Research Forum papers published in IASL conference proceedings from 1998-2009 and using the same approaches and metrics as previous studies by Clyde (e.g., 1996; 2002; 2004), Clyde and Oberg (2004), and Oberg (2006). Results - Conference paper topics, author origins, quantities, and research approaches remained static through the 11 years analyzed. The analysis reveals that the papers’ authors, methods, and topics reflected those found in previous studies of school library research. As well as replicating previous studies, the role of academic research at a practitioner-based conference was investigated. Conclusions - Based on long-established imperatives from leaders in the profession, the IASL conferences provide both evidence and evidence -based practice for school librarians from all over the world. However, when scholarly research is shared at practitioner venues, it is possible that school librarians may assume that research results constitute evidence -based practice (EBP), not evidence upon which practice should be based. This distinction is important if considering that the purpose of academic research is to objectively inform, not to advocate a particular position or practice. The Research Forum can be a valuable venue for the presentation of empirical research findings and conclusions and objective program evaluations and provide a valuable complement to the evidence -based practice descriptions shared in the Professional Papers portion of the conference program. It is argued that the Research Forum must be clear in its purpose: to present the results of research; to present effective practice determined by rigorous evaluation; or to present research-supported arguments for the support of school libraries. Through a reconceptualization of EBP, the paper demonstrates how EBP is both a method and a methodology for the presentation of school library research and practice in a conference atmosphere.

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Journal Clubs

Septentrio Conference Series ◽

10.7557/5.5377 ◽

2020 ◽

Author(s):

Cecilia Black Fylking ◽

Elin Opheim

Keyword(s):

Applied Sciences ◽

Nursing Students ◽

Evidence Based Practice ◽

Theory And Practice ◽

Research Articles ◽

Evidence Based ◽

Journal Clubs ◽

University Of Applied Sciences ◽

The Subject ◽

Academic Genre

Journal clubs are closely interlinked with evidence based practice. At Faculty of Social and Health Sciences at Inland Norway University of Applied Sciences our students are required to write literature reviews for their bachelor degree, and there is an increasing need for guiding the students into academic methodology through critically assessing research articles. The purposes of starting journal clubs at our faculty is to guide the students into the academic genre, to help them gain confidence in reading research articles, and to broaden the perspective between theory and practice. Better semester grade is a secondary goal to our aim as it probably is hard to operationalize. We wish to establish a cooperation with the faculty staff, especially the ones involved in teaching evidence based practice. Wilson & Deighton (2016) describes that students find it difficult to approach research articles, and that journal clubs are suitable and an activating manner to introduce the students to the academic genre. Deenadayalan et al. (2008) comments that using case studies as a basis for academic discussion, fills the gap between theory and practical approach to the subject. There are several elements to pay attention to if the journal clubs are to become a success, and Deenadayalan et al. (2008) emphasizes among other things a clear purpose for the students' involvement, as well as leadership, insentives and preparedness. In our project dating, we wish to discuss the possibility to do pilots for nursing students either in the last semesters of their courses, or with master students. We are interested in previous experiences with nursing students, and we want to look into which factors that makes the clubs function and how our aim might be reached.

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Recommendations for Administrators’ Involvement in School-Based Health Promotion: A Scoping Review

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17176249 ◽

2020 ◽

Vol 17 (17) ◽

pp. 6249 ◽

Cited By ~ 1

Author(s):

Collin A. Webster ◽

Genee Glascoe ◽

Chanta Moore ◽

Brian Dauenhauer ◽

Cate A. Egan ◽

...

Keyword(s):

Health Promotion ◽

Content Analysis ◽

Mixed Methods ◽

Scoping Review ◽

School Health ◽

School Administrators ◽

Professional Group ◽

Research Articles ◽

Evidence Based ◽

School Based

School administrator involvement is recognized as a key factor in the extent to which school health promotion programs and initiatives are successfully implemented. The aims of this scoping review are to: (a) Identify existing documents that contain recommendations regarding the involvement of school administrators in school-based health promotion; (b) distill and summarize the recommendations; (c) examine differences in the recommendations by targeted professional level, professional group, health promotion content focus, and by whether the recommendations are evidence-based or opinion-based; and (d) evaluate the research informing the recommendations. We drew upon the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines to conduct the review. Our team conducted a comprehensive literature search with no date or geographic restrictions from January 2018 through April 2018 using four electronic databases: Academic Search Complete, Google Scholar, Physical Education Index, and PubMed. Eligibility criteria included any online documents, in English, that contained recommendations targeting school administrators’ (e.g., principals, assistant principals, superintendents) involvement (e.g., support, endorsement, advocacy) in school health programming (e.g., physical activity, nutrition, wellness). The search yielded a total of 1225 records, which we screened by title, then by abstract, and finally by full text, resulting in 61 records that met inclusion criteria. Data (e.g., recommendations, targeted contexts, targeted administrators) from these records were extracted for a content analysis. Included records contained 80 distinct recommendations, which we summarized into three themes (Collaboration, Advocacy, and Support) using a content analysis. Separate content analyses revealed no qualitative differences in the recommendations by professional level, professional group, or content focus, or by whether the recommendations were evidence-based or opinion-based. Twenty-one of the included records were peer-reviewed research articles. Using the Mixed Methods Appraisal Tool (MMAT), we appraised qualitative research articles the highest and mixed methods research articles the lowest. This review provides a basis for future research and professional practice aiming to increase school administrators’ involvement in school-based health promotion.

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The role of literature in instructed foreign language learning and teaching: An evidence-based survey

Language Teaching ◽

10.1017/s026144480800520x ◽

2008 ◽

Vol 41 (4) ◽

pp. 465-496 ◽

Cited By ~ 54

Author(s):

Amos Paran

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Teaching ◽

Foreign Language Learning ◽

Research Articles ◽

Evidence Based ◽

Classroom Discussions ◽

Second Languages ◽

Learning And Teaching

The resurgence in the use of literature in language teaching has been accompanied by an increasing number of research articles in this area. Research (in a number of second languages) has looked at the type of interactions and the type of language that arise from classroom discussions about literature, as well as at the views of teachers and learners. Importantly, the reactions that learners have to incorporating literature in their language lessons are linked to the type of approach and type of task that are used in the classroom. The paper surveys the existing research, as well as evidence from practitioners about approaches that are used and the range of works and authors that are taught.

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Phytochemistry and Evidence-Based Traditional Uses of the Genus Achillea L.: An Update (2011–2021)

Scientia Pharmaceutica ◽

10.3390/scipharm89040050 ◽

2021 ◽

Vol 89 (4) ◽

pp. 50

Author(s):

Christina Barda ◽

Maria-Eleni Grafakou ◽

Ekaterina-Michaela Tomou ◽

Helen Skaltsa

Keyword(s):

Recent Literature ◽

Current Data ◽

Research Articles ◽

Evidence Based ◽

Pharmacological Activities ◽

Scientific Databases ◽

Traditional Uses ◽

Gastrointestinal Problems ◽

Pharmacological Data ◽

Asteraceae Family

Knowledge within the field of phytochemistry research has accelerated at a tremendous speed. The excess of literature reports featuring plants of high ethnopharmacological importance, in combination with our interest in the Asteraceae family and traditional medicine, led us to acknowledge the value of the Achillea L. genus. In a broad context, the various Achillea species are used around the globe for the prevention and treatment of different diseases, including gastrointestinal problems, haemorrhages, pneumonia, rheumatic pains, diuresis, inflammation, infections, and wounds, as well as menstrual and gynaecologic abnormalities. The present review aims to provide and summarize the recent literature (2011–2021) on the phytochemistry of the Achillea genus. In parallel, this study attempts to bridge the reports on the traditional uses with modern pharmacological data. Research articles that focused on secondary metabolites, traditional uses and pharmacological activities were collected from various scientific databases such as Pubmed, ScienceDirect, Reaxys and Google Scholar. This study revealed the presence of 141 phytochemicals, while 24 traditionally used Achillea spp. were discussed in comparison to current data with an experimental basis.

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Don't Blow This Therapy Session!

Perspectives on Speech Science and Orofacial Disorders ◽

10.1044/ssod23.2.38 ◽

2013 ◽

Vol 23 (2) ◽

pp. 38-48 ◽

Cited By ~ 6

Author(s):

Gregory L. Lof ◽

Dennis Ruscello

Keyword(s):

Clinical Practice ◽

Empirical Studies ◽

Research Articles ◽

Evidence Based ◽

Speech Language Pathology ◽

Oral Motor ◽

Evidence Based Treatments ◽

Language Pathology ◽

History Of ◽

Oral Motor Exercises

Blowing exercises and other nonspeech oral motor exercises (NSOMEs) are commonly used therapeutic techniques for children with repaired cleft palate and velopharyngeal inadequacy. Blowing exercises have a long history in the field, dating back to the early days of speech-language pathology when clinicians relied upon expert opinion to influence clinical practice. However, for more than 60 years, NSOMEs such as blowing have been questioned and many empirical studies have been conducted that demonstrate the ineffectiveness of these exercises. This article provides reasons why NSOMEs, mainly blowing, should not be used in therapy. It also traces the history of blowing exercises and then summarizes some of the seminal research articles that show that they do not work. Effective evidence-based treatments for compensatory errors are also reviewed.

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Reporting Ethical Protections in Physical Therapy Research

Physical Therapy ◽

10.1093/ptj/86.4.499 ◽

2006 ◽

Vol 86 (4) ◽

pp. 499-509 ◽

Cited By ~ 16

Author(s):

Lesley D Henley ◽

Denise M Frank

Keyword(s):

Informed Consent ◽

Physical Therapy ◽

Vulnerable Populations ◽

Case Reports ◽

Editorial Policy ◽

Ethics Committee ◽

Research Articles ◽

Evidence Based ◽

Retrospective Audit ◽

Human Participants

Abstract Background and Purpose. Efforts to make physical therapy more evidence based have increased demand for human participants, raising concerns for their safety and welfare. This study examined how often research articles in physical therapy journals report basic ethical protections. Methods. We carried out a retrospective audit of research articles in 6 physical therapy journals between 1996 and 2001. Results. Of 806 articles reviewed, 48% documented both research ethics committee approval and informed consent. Articles reporting clinical interventions had the highest reported rate (64%) of both protections. Articles reporting qualitative methods, chart reviews, and case reports had the lowest rates of documentation of both requirements: 30%, 17%, and 11%, respectively. Reported rates of both requirements in vulnerable populations were 55% for children, 48% for students, and 33% for employees. Twenty-six percent of articles included confidentiality assurances. Case reports were most likely and chart reviews were least likely to mention confidentiality: 88% and 8%, respectively. Discussion and Conclusion. There is no uniform editorial policy among physical therapy journals for reporting basic ethical requirements. Physical therapy journals should standardize ethical protections and make documentation of compliance a prerequisite of publication. [Henley LD, Frank DM. Reporting ethical protections in physical therapy research.

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Evidence Based Library and Information Practice Seeks Associate Editor (Evidence Summaries)

Evidence Based Library and Information Practice ◽

10.18438/b8k88t ◽

2007 ◽

Vol 2 (3) ◽

pp. 133

Author(s):

Lindsay Glynn

Keyword(s):

Critical Appraisal ◽

Associate Editor ◽

Research Articles ◽

Editorial Team ◽

Original Research ◽

Evidence Based ◽

Validity And Reliability ◽

Information Practice ◽

New Research ◽

Evidence Summaries

Evidence Based Library and Information Practice (EBLIP) is seeking an Associate Editor (Evidence Summaries) to join its Editorial Team. Evidence Summaries (ES) provide critical appraisal syntheses for specific research articles. These research synopses provide readers with information regarding the original research article’s validity and reliability, thus providing information on the presence or absence of evidence with which to make informed decisions. The Evidence Summaries are a key component of this journal. ES are written by a team of experienced authors who follow a strict format to ensure consistency. All ES undergo peer review to ensure quality. Up to ten ES are published in every issue of EBLIP. The Associate Editor (Evidence Summaries) is responsible for: Monitoring a set of top research journals in librarianship for new research articles Assigning articles to ES writers Seeing ES through all stages of the publication process including assigning peer reviewers & copyeditors Working closely with other Editorial Team members to ensure a consistent, high-quality journal Maintaining a reliable, experienced ES writing team with a variety of areas of expertise Maintaining ES writing guidelines and acting as a support for the ES writing team. The ideal candidate will be well-versed in evidence based practice and critical appraisal. This position requires dedicated time on a regular basis and is labour intensive. It is therefore essential that interested persons ensure available time to devote to this position prior to applying. This is an unpaid position. Interested persons should send their resumes by October 1, 2007, to: Lindsay Glynn Editor-in-Chief [email protected] (709) 777-6026

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Examining DIR/Floortime™ as a Treatment for Children With Autism Spectrum Disorders

Research on Social Work Practice ◽

10.1177/1049731515583062 ◽

2015 ◽

Vol 27 (5) ◽

pp. 625-635 ◽

Cited By ~ 7

Author(s):

Jean Mercer

Keyword(s):

Autism Spectrum Disorders ◽

Outcome Research ◽

Children With Autism ◽

Autism Spectrum ◽

Research Articles ◽

Evidence Based ◽

Evidence Based Treatment ◽

Randomized Design ◽

Social Work Practitioners ◽

Spectrum Disorders

Purpose: To review and assess theory and research supporting DIR/Floortime™, a method proposed for treatment of young children with autism spectrum disorders (ASD). Methods: Published materials describing the principles of DIR/Floortime™ were evaluated. Published outcome research articles were assessed for the adequacy of their design and implementation and the extent to which their conclusions were supported. Results: The theoretical basis of DIR/Floortime™ appears to be generally plausible. Of the 10 outcome research articles in print, all concluding that DIR™ effectively treated ASD, five provided a comparison group, or used a randomized design, or did both. These studies failed to equalize the duration and frequency of DIR™ and the comparison treatment. Conclusions: DIR™ can be considered by social work practitioners as a possibility for evidence-based practice (EBP), but not as an evidence-based treatment (EBT). Further outcome research needs to concentrate not only on randomized design but on other design issues.

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