Clinical Training Pathways for Resonance and Craniofacial Anomalies

2014 ◽  
Vol 24 (1) ◽  
pp. 27-33 ◽  
Author(s):  
Kerry Mandulak ◽  
Adriane Baylis
Keyword(s):  
Clinical Practice ◽  
Clinical Training ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Craniofacial Anomalies ◽  
Journal Articles ◽  
Clinical Area ◽  
Clinical Competencies ◽  
Feeding Management ◽  
Training Opportunities

This paper will describe the multiple pathways that new or established clinicians may take as they embark on the process of obtaining clinical expertise in cleft/craniofacial anomalies and velopharyngeal dysfunction. Examples of clinical competencies for speech-language evaluation, treatment, and feeding management for working with craniofacial population will be discussed. Various training opportunities including observation and fellowship experiences, mentored clinical practice, instrumentation/imaging courses, and other learning experiences will be described. Last, strategies for selecting quality resources including textbooks, journal articles, webinars, and CEU courses to facilitate evidence-based practice in this clinical area will be discussed.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

scholarly journals EBP e-Toolkit: Providing a Teaching and Learning Open and Innovative Toolkit for Evidence-Based Practice to Nursing European Curriculum – the second transnational project meeting in Warsaw

2019 ◽  
Vol 18 (3) ◽  
pp. 197-199
Author(s):  
Mariusz Panczyk ◽  
Joanna Gotlib
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Research Evidence ◽  
European Federation ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Clinical Decisions ◽  
Learning Tools ◽  
Efficient Option

AbstractIntroduction. Although European healthcare systems differ from country to country, almost all are currently going through profound changes and are becoming increasingly complex. New tasks and growing social expectations towards healthcare build high expectations of medical professionals regarding their competences. Knowledge and skills allowing for choosing the safest and most efficient option for patient care are particularly welcome. The idea of Evidence-based Nursing Practice (EBP) combines the best available research evidence on the one hand and clinical expertise and patients’ expectations on the other, allowing for solving problems in making clinical decisions. EBP is a tool used for making clinical decisions in nursing care that helps to reduce the cost of healthcare by increasing efficiency and safety. Under the Directive 2013/55/EU European Federation of Nurses Associations developed qualifications framework that provides requirements for nursing training, with the ability to apply research evidence in clinical practice being one of its key elements. Despite the aforementioned recommendations, the actual implementation of EBP into clinical practice is hindered by various obstacles. In addition, the existing European resources enhancing EBP teaching for nursing students are very limited.Summary. The EBP e-Toolkit Project is a response to high needs of the academic world and nursing practitioners, involving six institutions whose cooperation and expertise aim to ensure the development and implementation of high-quality learning tools tailored to the educational needs of modern nursing personnel. The six higher education institutions that jointly implement the aforementioned project involve: the University of Murcia (coordinating institution, Spain), Technological Educational Institute of Crete (Greece), University of Modena e Reggio Emilia (Italy), University of Ostrava (Czech Republic), Medical University of Warsaw (Poland), and Angela Boskin Faculty of Health Care (Slovenia).

The Principles of Evidence-Based Medicine

Cephalalgia ◽  
2000 ◽  
Vol 20 (2_suppl) ◽  
pp. 10-13 ◽  
Author(s):  
S Wiebe
Keyword(s):  
Clinical Practice ◽  
Clinical Research ◽  
Evidence Based Medicine ◽  
Information Overload ◽  
Clinical Performance ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Performance Information ◽  
Research Findings ◽  
Based Medicine

Evidence-based medicine (EBM) integrates individual clinical expertise with the best available external evidence in the care of individual patients. By enabling clinicians to directly appraise and apply current clinical research, EBM deals with the problems of deterioration in clinical performance, information overload, and lag in application of research findings to clinical practice. Thus, EBM is a useful tool to address the problems faced by clinicians attempting to provide optimum, current care for their patients. The rationale for EBM, its principles and application, as well as some limitations, are described here.

Choosing the Best Evidence to Guide Clinical Practice: Application of AACN Levels of Evidence

2014 ◽  
Vol 34 (2) ◽  
pp. 58-68 ◽  
Author(s):  
Mary H. Peterson ◽  
Susan Barnason ◽  
Bill Donnelly ◽  
Kathleen Hill ◽  
Helen Miley ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Care ◽  
Best Practice ◽  
Clinical Decision Making ◽  
Improve Patient Care ◽  
Clinical Decision ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Levels Of Evidence ◽  
Evidence Based Nursing

Evidence-based nursing care is informed by research findings, clinical expertise, and patients’ values, and its use can improve patients’ outcomes. Use of research evidence in clinical practice is an expected standard of practice for nurses and health care organizations, but numerous barriers exist that create a gap between new knowledge and implementation of that knowledge to improve patient care. To help close that gap, the American Association of Critical-Care Nurses has developed many resources for clinicians, including practice alerts and a hierarchal rating system for levels of evidence. Using the levels of evidence, nurses can determine the strength of research studies, assess the findings, and evaluate the evidence for potential implementation into best practice. Evidence-based nursing care is a lifelong approach to clinical decision making and excellence in practice.

scholarly journals Judgment and decision-making in clinical dentistry

2020 ◽  
Vol 48 (11) ◽  
pp. 030006052097287
Author(s):  
Liviu Feller ◽  
Johan Lemmer ◽  
Mbulaheni Simon Nemutandani ◽  
Raoul Ballyram ◽  
Razia Abdool Gafaar Khammissa
Keyword(s):  
Decision Making ◽  
Clinical Practice ◽  
Knowledge Base ◽  
Clinical Judgment ◽  
Judgment And Decision Making ◽  
Data Driven ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Statistical Approaches ◽  
Conferences And Congresses

The development of clinical judgment and decision-making skills is complex, requiring clinicians—whether students, novices, or experienced practitioners—to correlate information from their own experience; from discussions with colleagues; from attending professional meetings, conferences and congresses; and from studying the current literature. Feedback from treated cases will consolidate retention in memory of the complexities and management of past cases, and the conversion of this knowledge base into daily clinical practice. The purpose of this narrative review is to discuss factors related to clinical judgment and decision-making in clinical dentistry and how both narrative, intuitive, evidence-based data-driven information and statistical approaches contribute to the global process of gaining clinical expertise.

scholarly journals Physiotherapy for epidermolysis bullosa: clinical practice guidelines

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Amy Weisman ◽  
Jennifer M. Chan ◽  
Chantal LaPointe ◽  
Kaye Sjoholm ◽  
Kristy Steinau ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Epidermolysis Bullosa ◽  
Functional Mobility ◽  
Standards Of Care ◽  
Future Research ◽  
Evidence Based ◽  
Minor Trauma ◽  
Clinical Expertise ◽  
Clinical Practices ◽  
Physiotherapy Practice

AbstractEpidermolysis bullosa (EB) is characterized by skin fragility with blister formation occurring spontaneously or following minor trauma such as gentle pressure or friction. Current physiotherapy practice is based on anecdotal care, clinical expertise and creative problem solving with caregivers and individuals with EB. Evidence based intervention is needed to establish a foundation of knowledge and to guide international practitioners to create and improve standards of care to effectively work with individuals living with EB. This clinical practice guideline (CPG) was created for the purpose of providing evidence based interventions and best clinical practices for the physiotherapy management of individuals with EB. A survey was conducted within the EB community and six outcomes were identified as a priority to address in physiotherapy management, including (1) attaining developmental motor milestones, (2) identifying safe and functional mobility in the natural environment, (3) encouraging ambulation endurance, (4) supporting safe ability to bear weight, (5) improving access to physiotherapy services, and (6) optimizing interaction with the community. A systematic literature review was conducted and articles were critically analyzed by an international panel consisting of thirteen members: healthcare professionals (including physiotherapist, doctors, and occupational therapist), caregivers, and individuals with EB. Recommendations were formulated from evidence and panel consensus. An external panel of twelve were invited to improve the quality and gather feedback on draft manuscript and recommendations. This CPG describes the development of recommendations for physiotherapy management including several best practice interventions. This guideline lays the foundational work for physiotherapist throughout the world to provide high quality services while improving and maintaining functional mobility and independence within the EB community. The CPG outlines limitations in the evidence available and possible future research needed to improve physiotherapy practice.

scholarly journals Teaching Evidence Based Medicine in Surgical Education; the Challenges and Techniques in Training

2016 ◽  
Vol 3 (1) ◽  
pp. 337-345
Author(s):  
M Griffin ◽  
DJ Jordan ◽  
A El Gawad
Keyword(s):  
Clinical Practice ◽  
Evidence Based Medicine ◽  
Management Plan ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Medical Practitioners ◽  
Excellent Teaching ◽  
Journal Clubs ◽  
Surgical Trainees ◽  
Based Medicine

Evidence Based Medicine integrates clinical expertise, best available clinical evidence, as well as patient’s values and preferences to manage the care of patients. Surgeons have traditionally performed surgery according to their mentor teachings, these techniques being passed down through several generations. Current surgeon culture must evolve to integrate EBM into their clinical practice. The knowledge and skills required for searching and appraising critical literature needs to be taught to enable surgeons to implement it effectively. Evidence based surgery (EBS) will encourage surgeons to apply the best up-to-date knowledge to find the most effective surgical management plan for their patients. Several methods of teaching EBS to surgical trainees have shown to be effective including workshops, small group discussions, lecture style teaching and courses involving a combination of techniques. Journal clubs have gained in popularity and provided excellent teaching environments for surgeons to learn critical appraisal. Recently EBM has been introduced into the undergraduate programme to provide young medical practitioners with a strong foundation in EBM competency, and a positive attitude towards applying EBM to clinical practice. In this review, we aim to provide an overview of the principles of EBM and the success and challenges of teaching methods to deliver EBM for the surgical field.

The Gap between What is Knowable and What We Do in Clinical Practice

2011 ◽  
pp. 1900-1921
Author(s):  
Maartje H.J. Swennen
Keyword(s):  
Clinical Practice ◽  
Routine Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
High Quality ◽  
The Road ◽  
Closing The Gap ◽  
The Individual ◽  
Based Medicine ◽  
Quality Evidence

Evidence-based Medicine (EBM) is a tool that aims to bring science and medicine together by enabling doctors to integrate the latest best evidence with their clinical expertise and the individual patient’s wishes and needs. However, EBM has both strong supporters and antagonists and is confronted with many barriers that impede uptake of the best evidence by doctors. To date, it remains poorly understood why doctors, do, and do not, incorporate high quality evidence into their routine practice. I will take you down the road of how I became more and more intrigued by all the challenges that EBM faces. In addition, I will explain to you how I hope to contribute to closing the gap between what is knowable using EBM methods and what we do.

scholarly journals The Italian Society for Rheumatology clinical practice guidelines for the diagnosis and management of knee, hip and hand osteoarthritis

Reumatismo ◽  
2019 ◽  
Vol 71 (S1) ◽  
pp. 5-21 ◽  
Author(s):  
A. Ariani ◽  
M. Manara ◽  
A. Fioravanti ◽  
F. Iannone ◽  
F. Salaffi ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Clinical Practice Guidelines ◽  
Practice Guidelines ◽  
Task Force ◽  
Grey Literature ◽  
Italian Society ◽  
Evidence Based ◽  
Hand Osteoarthritis ◽  
Clinical Expertise ◽  
Level Of Evidence

Osteoarthritis (OA) is the most common musculoskeletal disease leading to functional decline and loss in quality of life. Knees, hands and hips are frequently affected joints with a relevant clinical and socio-economic burden. An evidence-based approach to OA management is essential in order to improve patients’ health and to decrease social burdens. Since new international clinical practice guidelines (CPGs) focused on diagnosis or pharmacological/non-pharmacological treatment have become available in the last ten years, the Italian Society for Rheumatology (SIR) was prompted to revise and customize them for a multidisciplinary audience of specialists involved in the management of OA. The framework of the Guidelines International Network Adaptation Working Group was adopted to identify, appraise (AGREE II), synthesize, and customize the existing CPGs on OA to the needs of the Italian healthcare context. The task force, consisting of rheumatologists from the SIR epidemiology research unit and a committee with experience of OA, identified key health questions to guide a systematic review of published guidelines. The target audience included physicians and health professionals who manage OA. An external panel of stakeholders rated the guidelines. From a systematic search in databases (Pubmed/Medline, Embase) and grey literature, 11 CPGs were selected and appraised by two independent raters. Combining evidence and statements from these CPGs and clinical expertise, 16 guidelines were developed and graded according to the level of evidence. Agreement and potential impact on clinical practice were assessed. These revised guidelines are intended to provide guidance for diagnosis and treatment of OA and to disseminate best evidence-based strategies management of the disease.

The Oxford Handbook of Phenomenological Psychopathology

2018 ◽  
Keyword(s):  
Clinical Practice ◽  
Clinical Training ◽  
The Other ◽  
Evidence Based ◽  
General Psychopathology ◽  
Diagnostic Skills ◽  
Key Concepts ◽  
Flexible Framework ◽  
State Of Affairs ◽  
Phenomenological Psychopathology

For about one century the catalogue of books in phenomenological psychopathology has been tremendously rich in essays, but remarkably poor in handbooks. Even the cornerstone of our canon, Jaspers’ General Psychopathology, originally written as a textbook, can hardly be given to a student as a basic reading. This makes extremely difficult teaching the fundamentals of our discipline. Students ask for manualized knowledge expecting teachers to explain them what-exactly-must-be-done-in-a-given-circumstance. This Handbook is meant to fill these gaps. It includes a detailed, thorough and reader-friendly description of philosophical and clinical key-concepts and constructs, and of the contributions of leading figures of phenomenological psychopathology. It establishes clear connections between psychopathological knowledge and clinical practice. It liaise phenomenological psychopathology to contemporary debates in nosography, clinical epistemology, research and the neurosciences. It’s stronger benefit is that it brings together evidence-based with person-based knowledge. All learning is based on process of recognition. ‘Recognition’ means identification of someone or something from previous encounters or knowledge. In standard clinical training this process is called ‘diagnosis’ and evidence-based diagnostic skills are deemed fundamental. Students are spot-on when soliciting this kind of knowledge to be regimented and normalized. Yet ‘recognition’ has a second meaning: acknowledging the absolute singularity of what is out there. To recognize someone or something means to be able to tolerate its otherness. This kind of recognition is a practice in which epistemology is in touch with ethics. Whereas recognition qua identification or diagnosis is an act of recollection based on previously acquired knowledge, recognition qua acknowledgement is an ethical act of acceptance of the unique being-so of the other person or state of affairs. The Handbook of Phenomenological Psychopathology engages in bringing together these two kinds of ‘recognition’ and establish a solid as well as flexible framework for the clinic of mental disorders.

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