From rifts to riffs: Evidence-based principles to guide critical thinking about next-generation child trauma treatments and training.

2013 ◽  
Vol 7 (3) ◽  
pp. 195-204 ◽  
Author(s):  
Ruth R. DeRosa ◽  
Lisa Amaya-Jackson ◽  
Christopher M. Layne
Author(s):  
Laurie Ehlhardt Powell ◽  
Tracey Wallace ◽  
Michelle ranae Wild

Research shows that if clinicians are to deliver effective, evidence-based assistive technology for cognition (ATC) services to clients with acquired brain injury (ABI), they first need opportunities to gain knowledge and experience with ATC assessment and training practices (O'Neil-Pirozzi, Kendrick, Goldstein, & Glenn, 2004). This article describes three examples of train the trainer materials and programs to address this need: (a) a toolkit for trainers to learn more about assessing and training ATC; (b) a comprehensive, trans-disciplinary program for training staff to provide ATC services in a metropolitan area; and (c) an overview of an on-site/online training package for rehabilitation professionals working with individuals with ABI in remote locations.


2012 ◽  
Author(s):  
Patricia Bockelman Morrow ◽  
Stephen M. Fiore

2020 ◽  
Vol 14 (3) ◽  
pp. 200-208
Author(s):  
Allison E. Meyer ◽  
Erin E. Reilly ◽  
Katharine E. Daniel ◽  
Steven D. Hollon ◽  
Amanda Jensen-Doss ◽  
...  

2016 ◽  
Vol 53 (2) ◽  
pp. 215-223 ◽  
Author(s):  
Lauren K. Richards ◽  
Eric Bui ◽  
Meredith Charney ◽  
Katherine Clair Hayes ◽  
Allison L. Baier ◽  
...  

Author(s):  
Tania Pearce ◽  
Lyndal Bugeja ◽  
Sarah Wayland ◽  
Myfanwy Maple

Despite high rates of critical incidents (CIs) in working class occupations, there is a significant gap in our understanding of responses to these events. In this study, we aimed to inform a response training module by synthesising the key elements of pre-, during- and post-incident responses to CIs and suicide in the workplace. A rapid review identified studies on responses to CIs or suicide deaths in the workplace published between January 2015 and June 2020. A systematic search of six databases (Medline, CINAHL, PsycINFO, Sociology Collection, Academic Search and Business Search Complete) and grey literature was performed. Studies were excluded if the focus was on non-colleagues. Two reviewers independently conducted record screening, a review of the full text and assessed study quality. The existing evidence was synthesised and interventions were categorised using Haddon’s Matrix. Five studies were included, reporting on CIs across a range of workplace settings, including railways, factories, police and military, along with external critical response units. Overall, study quality was assessed as being poor. Most of the evidence focused on the pre-incident and post-incident stage. There is little evidence on responses to CIs in the workplace. Evidence-based education and training is necessary to establish organisational responses to assist with supporting workers exposed to workplace CIs.


2018 ◽  
Vol 65 ◽  
pp. 46-53 ◽  
Author(s):  
Chuyun Cui ◽  
Yufeng Li ◽  
Dongrong Geng ◽  
Hui Zhang ◽  
Changde Jin

2021 ◽  
Vol 38 (1) ◽  
Author(s):  
Kiran Fatima Fatima Mehboob Ali BANA

Objectives: To identify the improvement in knowledge, presentation skills, critical skills and self-directed learning process during Journal Club platform amidst dental house officers of 2018, 2019 and 2020 after completing one year house job training at Bahria dental College Karachi. Methods: This cross-sectional study was conducted from Dec- 2018 till Dec-2020. The six items were asked about perception of change for evidence-based process of (knowledge, cognitive, affective and participant domains) after completion of house job training by each cohort. The responses were noted on three point likert scale as agree, neutral and disagree. Total 150 questionnaires were distributed in three cohorts. The SPSS version 23 was used. P-value <0.05 was considered as statistically significant. Results: Total n=145 house officers had completed the proforma with response rate of 96.65%. The mean age was 24.45 ± SD 0.63 among three groups. There were n=20(14%) males and n=125(86%) females. There was improvement found for knowledge acquisition about relevant literature search among all three groups. Regarding knowledge acquisition of bio-statistics; majority of subjects n=26 (52%) in 2020 group had reported no change and in 2019 cohort n=23(48%) were agreed. Majority n=21(44%) of house officers had reported no change when asked as JC helped in critical thinking in year 2019. Conclusion: Knowledge acquisition about relevant literature search, presentation and confidence skills were improved but no significant changes were found in knowledge of biostatistics and critical thinking skills. JC is a convincing platform to learn evidence-based process amid dental house officers. doi: https://doi.org/10.12669/pjms.38.1.4562 How to cite this:Bana KFMA. Journal Club is a way forward to adopt Evidence Based Practice among dental House Officers. Pak J Med Sci. 2022;38(1):---------. doi: https://doi.org/10.12669/pjms.38.1.4562 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


2020 ◽  
Vol 2019 (1) ◽  
pp. 443
Author(s):  
Guy Smith ◽  
John Peloghitis

In the last two decades, interest in cognitive biases has rapidly grown across various fields of study. The research so far has shown that cognitive biases have significant and sometimes adverse effects on decision making. Thus, it is increasingly being argued that classroom teaching of critical thinking needs to include instruction and training that help students understand cognitive biases and reduce their negative effects on judgment and decision making. Teaching students to be aware of biases and to develop and maintain strategies to reduce their influence is known as debiasing. The purpose of this paper is to provide an overview of cognitive biases and a framework for debiasing proposed by Wilson and Brekke (1994). Two approaches, modifying the person and modifying the environment, are discussed to help teachers introduce activities and strategies to mitigate biases. 認知バイアスへの関心は、この20年で様々な領域で急激に高まってきた。認知バイアスが、意思決定に対し有意な影響、時には逆効果を及ぼすことが、これまでの研究で明らかになった。そのため、教室で批判的思考を教える場合も、学生の認知バイアスへの理解に役立ち、認知バイアスが判断力や意思決定に対して及ぼす、時には有害な影響を弱める思考法を教える練習ないし訓練を組み込む必要があるのではないだろうか。学生がバイアスを認識し、その影響を払拭ないし弱める思考法を身につけてそれを維持するよう教えることは、デバイアスという名称で知られている。本稿では、認知バイアスとWilson and Brekke (1994) が提案するデバイアスのプロセスを概観する。教師がバイアスを和らげるための活動と戦略を紹介できるように、人間を修正し、環境を修正するという二つの取り組みについても検討する。


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