Asking the Right Questions

Author(s):  
John C. Norcross ◽  
Thomas P. Hogan ◽  
Gerald P. Koocher ◽  
Lauren A. Maggio

This chapter provides a guide to the first core skill of evidence-based practice (EBP): formulating a specific, answerable question. This skill lies at the heart of accessing the best available research. To practice EBP clinicians must first form an answerable clinical question; otherwise they will likely incur frustration and waste time once they embark on their literature search. The chapter introduces several types of questions, including background and foreground questions. The chapter also provides step-by-step instructions for formulating clinical questions using the PICO format, which encourages clinicians to identify the patient, intervention, comparison, and outcomes relevant to the patient. It concludes with a discussion of how to ensure that questions reflect the patient’s preferences and how to prioritize questions.

Author(s):  
Michelle Villeneuve ◽  
Suzanne Maranda

The authors report on a collaborative instructional method used to prepare entry-level practitioners with strategies for systematically employing an evidence-based practice process as an approach to clinical inquiry, while acknowledging the students' shortage of clinical experience and knowledge of critical appraisal. Challenges to evidence-based practice can be categorized as difficulties in obtaining evidence, analyzing evidence, and transferring evidence into practice decisions. For student occupational therapists, additional challenges are encountered as they seek to fill gaps in their knowledge about client-centred occupational therapy (OT) practice, acquire necessary background information regarding clinical conditions, and formulate a clinical question. Students need to develop literature search skills and learn effective strategies to locate appropriate information to answer the clinical question. This paper will encourage OT faculty to begin a dialogue with librarian colleagues at their institution to develop an evidence-based approach to the teaching of both the clinical inquiry and the literature search process.


2019 ◽  
Vol 90 (e7) ◽  
pp. A33.1-A33
Author(s):  
Chris Blair ◽  
Kartik Bhatia ◽  
David Brunacci ◽  
John Worthington ◽  
Rebekah Ahmed

IntroductionWith approximately 200 procedures performed in the last year at our centre, worthwhile clinical lessons continue to emerge in the practice of endovascular clot retrieval (ECR) for acute stroke. This case demonstrates the value of considered clinical appraisal in a dynamic, information-rich setting. A 68 year-old man with established vertebrobasilar atherosclerotic disease developed capricious, blood pressure-sensitive neurological deficits after successful ECR for a basilar artery stroke, inviting the possibility of further intervention in the form of intracranial stenting. We avoided pursuing this course of action in favour of a more measured approach, entailing the provision of vasopressor support over the following week.MethodFollowing ECR, our patient was admitted to the intensive care unit for continuous blood pressure monitoring and close observation of his neurological deficits with serial NIHSS (National Institutes of Health Stroke Scale) scoring. Systolic blood pressures were maintained between 140–160 mmHg using vasopressor support, with the aim of allowing time for recovery of vascular autoregulation and collateralization.ResultsOver six days, the patient developed moderate left upper and lower limb weakness. An MRI performed on Day 5 revealed limited interval infarction of the right hemipons and cerebellum, with complete re-occlusion of the mid-basilar arterial segment. He left the ICU with a NIHSS score of 7, and was living independently at 90-day follow-up (Modified Rankin Score 1).ConclusionThe ultimately favourable net outcome for our patient clearly illustrates the imperative to remain within the boundaries of evidence-based practice in this bold and rapidly evolving discipline.


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.


2014 ◽  
Vol 9 (1) ◽  
pp. 22-28 ◽  
Author(s):  
Mary Beth Zwart ◽  
Bernadette Olson

Context It is the responsibility of athletic training educators, through curriculum and clinical experiences, to engage students towards adopting evidence-based practice (EBP) into their practice. The initial task of implementing EBP into a curriculum or course can seem like a large task for educators and students. As a way to start scaffolding EBP concepts across the curriculum, a modified critical appraisal assignment was developed to teach therapeutic modality concepts. Objective The purpose of this action research project was to demonstrate how a modified critical appraisal assignment can be used to introduce the process and aspects of critical appraisal and begin scaffolding the development of critical appraisal skills over time. The objectives of this study were to evaluate the students' ability to (1) successfully locate relevant research needed to answer clinical questions and (2) successfully appraise the literature according to basic EBP strategy. From a program perspective, the modified critical appraisal assignment was a starting point from which to include EBP principles into didactic coursework. Design Seventeen athletic training students completed 3 modified critical appraisal assignments pertaining to the use of therapeutic modalities. Each paper included 5 sections: (1) clinical question, (2) key clinical findings, (3) clinical applicability based on information from the appraisal and significance of results, (4) article comparison table, and (5) implications for clinical practice, patient education, and future research. The instructor evaluated the assignments blind. Conclusions Students were generally able to complete the critical appraisal assignment; however, students had difficulty locating research that answered the clinical question. Students struggled to relate the key clinical findings of the research articles and implications for clinical practice to the given clinical question. Findings from this study have informed faculty teaching, including introducing EBP skills earlier in the curriculum and inserting assignments that stress various aspects of the critical appraisal process.


2000 ◽  
Vol 67 (3) ◽  
pp. 155-161 ◽  
Author(s):  
Jennifer Greenwood Klein ◽  
G. Ted Brown ◽  
Mary Lysyk

It is common for researchers to request at the end of their published studies, the urgency for further studies to be completed. Unfortunately there are very few published studies that have replicated original studies. The purpose of this article is to provide a framework for understanding issues related to replication research that will assist occupational therapy researchers, clinicians, managers, students and educators to realize the importance of implementing and publishing replication research to establish evidence-based practice. Various areas related to replication research are explored. In addition, a computerized literature search using the search term ‘replication’ was completed. Only four articles published between 1982-1998 were discovered. This article concludes with recommendations to ensure replication studies are included in the occupational therapy literature and utilized in clinical practice.


2021 ◽  
pp. 45-58
Author(s):  
David A. Patterson Silver Wolf

This chapter opens with a story of how current beliefs and practices can have disastrous outcomes. It discusses the search to understand why front-line therapists and the treatment systems that employ them were not using empirically proven practices, and a new science that was investigating this research-to-practice gap. This chapter discusses the startling things discovered. Even if it could be guaranteed that every therapist would use evidence-based interventions with every patient every time, there would still be no way to measure and monitor the effectiveness of those validated treatments. In addition to evidence-based practice, a vital tool is still missing to make sure services result in sustained recovery. Along with evidence-based practices, performance-based practice is also needed.


2008 ◽  
Vol 3 (3) ◽  
pp. 64
Author(s):  
Martha Ingrid Preddie

A Review of: Hauser, Susan E., Dina Demner-Fushman, Joshua L. Jacobs, Susanne M. Humphrey, Glenn Ford, and George R. Thoma. “Using Wireless Handheld Computers to Seek Information at the Point of Care: An Evaluation by Clinicians.” Journal of the American Medical Informatics Association 14.6 (Nov./Dec. 2007): 807-15. Abstract Objective – To assess the effectiveness of wireless handheld computers (HHCs) for information retrieval in clinical environments and the role of MEDLINE in answering clinical questions at the point of care. Design – A prospective single-cohort study. Setting – Teaching rounds in the intensive care units and general medicine wards in two hospitals associated with a university’s school of medicine in the United States. Subjects – Five internal medicine residents with training in evidence-based practice. Methods – While accompanying medical teams on teaching rounds for approximately four consecutive weeks, each resident used MD on Tap (an application for handheld computers) on a TreoTM 650 PDA/cell phone to find answers in real time, to questions that were raised by members of the medical teams. Using a special version of MD on Tap, each resident initialized a UserID. Serving as evaluators, the residents described and categorized clinical scenarios and recognized questions. They also formulated search terms, searched MEDLINE and identified citations determined to be useful for answering the questions. An intermediate server collected details of all MEDLINE search query transactions, including system response time, the user (based on UserIDs), citations selected for viewing, the saving of citations to HHC memory, as well as use of the Linkout and Notes features. In addition evaluators submitted daily summaries. These summaries included information on the scenarios, clinical questions, evidence-based methodology (EBM) category, the team member who was the source of the question, the PubMed Identifiers (PMIDs) of relevant citations, and comments. At the end of the data collection period, each evaluator submitted a summary report consisting of a qualitative and quantitative evaluation of his experience using MEDLINE via the handheld device to find relevant evidence based information at the point of care. The report also focused on the usefulness of MD on Tap features, along with suggestions for additional features. Data analysis encompassed matching the text of daily summaries to transaction records in order to identify sessions (containing a scenario, clinical question, one or more search queries, citation fetches and selected PMIDs). A senior medical librarian/expert indexer reviewed all the citations selected by evaluators and graded each citation as A (useful for answering the question), B (provided a partial answer) or C (not useful for answering the question). Only those graded A were regarded as “relevant.” For the purpose of analysis a session was deemed to be successful “if at least one of the citations selected by the evaluator as relevant was also classified as Relevant” (810) by the expert indexer. Similarly, an individual query was successful “if at least one of the citations among the results of the query was Relevant, that citation was viewed by the evaluator during rounds, and it addressed the clinical question as recorded in the daily summary” (810). Various types of relationships were analyzed including the characteristics of clinical questions vis-a-vis successful sessions, search strategies in relation to successful queries, and the association between MD on Tap features and successful queries. SAS/SUDAAN version 9.1 was used for statistical analysis. Main Results – Evaluators answered 68% (246 of 363) clinical questions during rounding sessions. They identified 478 “relevant” citations, an average of 1.9 per successful session and 1.3 for each successful question. Session lengths averaged 3 minutes and 41 seconds. Characteristics of the evaluator (training, interest, experience and expertise) were a significant predictor of a session’s success. The significant determinants of query success were “the number of search terms that could be mapped to Medical Subject Headings (MeSH)” (812), the number of citations that were found for a query, and the use of MD on Tap’s auto-spellcheck feature. Narrative comments from the evaluators indicated that using MEDLINE on a HHC at the point of care contributed positively to the practice of evidence -based medicine. Conclusion – Wireless handheld computers are useful for retrieving information in clinical environments. The application of several MeSH terms in a query facilitates the retrieval of MEDLINE citations that provide answers to clinical questions. The MD on Tap program is a valuable interface to MEDLINE at the point of care.


2008 ◽  
Vol 19 (3) ◽  
pp. 314-324
Author(s):  
Bradi B. Granger

Evidence-based practice is a goal for all institutions and often an accreditation requirement. However, moving forward to “just do it” poses a problem for nurses in most patient care units. In spite of increased focus on evidence-based practice initiatives, creation of a systematic approach that effectively integrates the evidence for our practice into the minute-by-minute activities of patient care is still needed. In this article, the steps for accomplishing evidence-based practice in the clinical area are described, beginning with establishing a system to identify, evaluate, and prioritize clinical questions and existing research. Although conducting new, unit-based nursing research may seem a distant goal, beginning with initiatives to increase the use of existing evidence in practice is a first step to this goal, one that contributes to professional development and improved patient outcomes.


2010 ◽  
Vol 110 (3) ◽  
pp. 58-61 ◽  
Author(s):  
Susan B. Stillwell ◽  
Ellen Fineout-Overholt ◽  
Bernadette Mazurek Melnyk ◽  
Kathleen M. Williamson

Sign in / Sign up

Export Citation Format

Share Document