Evidence-Based Practice Among Speech-Language Pathologists

2005 ◽  
Vol 14 (3) ◽  
pp. 208-220 ◽  
Author(s):  
Richard P. Zipoli ◽  
Marianne Kennedy
Keyword(s):  
Decision Making ◽  
Clinical Practice ◽  
Clinical Practice Guidelines ◽  
Practice Guidelines ◽  
Evidence Based Practice ◽  
Graduate Training ◽  
Perceived Barriers ◽  
Evidence Based ◽  
Speech Language Pathologists ◽  
Positive Attitudes

A total of 240 speech-language pathologists responded to a questionnaire examining attitudes toward and use of research and evidence-based practice (EBP). Perceived barriers to EBP were also explored. Positive attitudes toward research and EBP were reported. Attitudes were predicted by exposure to research and EBP practice during graduate training and the clinical fellowship year (CFY). Clinical experience and opinions of colleagues were used to guide decision making more frequently than research studies or clinical practice guidelines. Only exposure to research and EBP during the CFY predicted use of evidence-based resources. Respondents reported a decline in exposure to research and EBP as they moved from graduate training into the CFY. A lack of time was perceived as a barrier to EBP.

scholarly journals Effect of Education on Shared Decision-making using Clinical Practice Guidelines: A Randomized Controlled trial.

2020 ◽  
Author(s):  
Shuhei Fujimoto ◽  
Tatsuya Ogawa ◽  
Kanako Komukai ◽  
Takeo Nakayama
Keyword(s):  
Decision Making ◽  
Clinical Practice ◽  
Shared Decision Making ◽  
Clinical Practice Guidelines ◽  
Practice Guidelines ◽  
Evidence Based Practice ◽  
Occupational Therapists ◽  
Evidence Based ◽  
Shared Decision ◽  
Randomized Controlled

Abstract Background: To investigate the influence of the evidence–practice gap on physiotherapists and occupational therapists through shared decision making (SDM) using clinical practice guidelines (CPGs).Methods: The study was designed as a blocked, randomized controlled multicenter trial. Participants included 126 therapists with 42 continuous samplings from three institutions. Being a permanent employee from any of these institutions was a necessary inclusion criterion. However, participants with disorders (visual, auditory, attentional disorder) were excluded. An allocator was assigned to mask the participation’s attribution until the allocation was completed. The evaluator and analyzer were also masked. For the intervention group, a workshop was conducted on SDM using CPGs. Lecture on the knowledge of CPGs (CPG group) and lecture on the knowledge of SDM (SDM group) were the control groups. The primary outcomes were “education, attitudes and beliefs, and interest and perceived role in evidence-based practice (EPIC scale).” The secondary outcome included evidence-based practice (EBP) knowledge. To review the intervention effect of education on SDM using CPGs, two-factor variance analysis (mixed model) was adopted to conduct Holm’s method.Results: In each group, 42 participants were randomized and analyzed. The EPIC scale showed significant difference between the CPG with SDM and CPG groups (CPG with SDM group [mean ± standard deviation, pre/post]：2.4±0.9/4.4±1.7; CPG group： 3.0±1.5/3.5±2.0; SDM group： 2.6±1.2/ 3.3±1.8）. The question on EBP “I learned the foundations for EBP as a part of my academic preparation” showed significant differences between the CPG with SDM and CPG groups （CPG with SDM group： 1.8±0.8/2.2±1.0; CPG group： 2.3±1.1/ 2.0±1.0）.Conclusion: SDM education using CPGs for physical and occupational therapists improves EBP self-efficacy.

scholarly journals The Effect of Education on Clinical Practice Guidelines with Shared Decision Making: A Randomized Controlled trial

2020 ◽  
Author(s):  
Shuhei Fujimoto ◽  
Tatsuya Ogawa ◽  
Kanako Komukai ◽  
Takeo Nakayama
Keyword(s):  
Decision Making ◽  
Clinical Practice ◽  
Shared Decision Making ◽  
Clinical Practice Guidelines ◽  
Practice Guidelines ◽  
Evidence Based Practice ◽  
Occupational Therapists ◽  
Secondary Outcome ◽  
Evidence Based ◽  
Shared Decision

Abstract Background: To investigate the influence of the evidence-practice gap on physiotherapists and occupational therapists through shared decision making (SDM) education using clinical practice guidelines (CPGs).Methods: The study design was a multicenter, blocked, randomized control trial. Participants included 126 therapists with 42 continuous samplings from the three institutions. Inclusion criteria were being a permanent employee from the institutions. Exclusion criteria were participants with disorders that may cause intervention (visual, auditory, attentional disorder). An allocator assigned masked the participation’s attribution until the allocation was completed. The evaluator and analyzer were masked. For the intervention group, workshop on SDM using the CPGs were conducted. The control group was lecture on the knowledge of CPGs (CPG group) and lecture on the knowledge of SDM (SDM group). The primary outcomes were education, attitudes and beliefs, and interest and perceived role in evidence-based practice (EPIC scale). The secondary outcome was the Evidence based practice (EBP) knowledge. To review the intervention effect of the education on SDM using CPGs, two-factor variance analysis (mixed model) was adopted to conduct Holm’s method in comparison to a post-hoc test.Results: Participants randomized and analysed in each group were 42. The EPIC scale showed significant difference between CPGs with SDM group and the CPG group (CPG with SDM group (mean ± standard deviation, pre/post）：2.4±0.9/4.4±1.7; CPG group：3.0±1.5/3.5±2.0; SDM group ：2.6±1.2/ 3.3±1.8）. The question item on EBP “I learned the foundations for EBP as part of my academic preparation” had significant differences between CPGs with SDM group and CPGs group（CPG with SDM group：1.8±0.8/2.2±1.0; CPG group：2.3±1.1/ 2.0±1.0）.Conclusions: EBP education on the SDM using CPGs increased confidence in using EBP for physiotherapists and occupational therapists.

Dissemination and Implementation of the Royal Australian and New Zealand College of Psychiatrists’ Clinical Practice Guidelines

2008 ◽  
Vol 16 (5) ◽  
pp. 336-339 ◽  
Author(s):  
David Codyre ◽  
Andrew Wilson ◽  
Juliette Begg ◽  
David Barton
Keyword(s):  
Clinical Practice ◽  
New Zealand ◽  
Clinical Practice Guidelines ◽  
Practice Guidelines ◽  
Evidence Based Practice ◽  
Positive Impact ◽  
System Level ◽  
Dissemination And Implementation ◽  
Evidence Based ◽  
Zealand College

Objective: The aim of this paper is to summarize information about the dissemination and implementation of the Royal Australian and New Zealand College of Psychiatrists’ clinical practice guidelines (CPGs) since their completion in 2003, and assess the effectiveness of these activities. Method: The dissemination and implementation activities undertaken from 2003 to the present are described. Data regarding the dissemination of the clinician and consumer-carer versions of the CPGs are presented. The results of a series of implementation pilots are summarized. Results: Available data suggest the CPGs have been widely disseminated through both the clinician and consumer-carer communities in Australia and New Zealand, and that the consumer-carer versions in particular continue to be in high demand. Evaluation of CPG implementation pilots, using tools that assist in bringing summary evidence into clinical practice, have suggested that such tools are acceptable, are a useful aid to implementing evidence-based practice, and have a positive impact on practice. Common barriers to implementing the evidence are highlighted. Conclusions: Summary consumer-carer versions of CPGs seem to be acceptable and useful to both consumer-carers and non-government mental health providers. Locally led implementation of CPGs using tools that summarize evidence and support its use in everyday practice has a positive impact, but also highlights system-level barriers to implementing evidence-based practice.

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