Evidence-Based Practice, Step by Step: Asking the Clinical Question

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

Using a Critical Appraisal Assignment to Infuse Evidence-Based Practice into a Therapeutic Modality Course

2014 ◽  
Vol 9 (1) ◽  
pp. 22-28 ◽  
Author(s):  
Mary Beth Zwart ◽  
Bernadette Olson
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Critical Appraisal ◽  
Evidence Based Practice ◽  
Clinical Findings ◽  
Therapeutic Modality ◽  
Future Research ◽  
Evidence Based ◽  
Clinical Question ◽  
Starting Point

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.

Asking the Right Questions

2016 ◽  
pp. 17-28
Author(s):  
John C. Norcross ◽  
Thomas P. Hogan ◽  
Gerald P. Koocher ◽  
Lauren A. Maggio
Keyword(s):  
Literature Search ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Question ◽  
Research To Practice ◽  
Core Skill ◽  
Answerable Question ◽  
Clinical Questions ◽  
The Right

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.

Integrating Evidence-Based Practice into a Lebanese Nursing Baccalaureate Program: Challenges and Successes

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Ola Sukkarieh-Haraty ◽  
Nancy Hoffart
Keyword(s):  
Practice Guidelines ◽  
Evidence Based Practice ◽  
Clinical Skill ◽  
Course Evaluation ◽  
Evidence Based ◽  
Clinical Question ◽  
Assessment Of Student Learning ◽  
Program Challenges ◽  
Different Levels ◽  
Hospital Protocol

AbstractEvidence-based practice (EBP) is defined as “the conscientious use of current best evidence in making clinical decisions about patient care.” This paper describes how we have developed the evidence-based practice concept and integrated it into two courses at two different levels of the BSN curriculum. Students apply EBP knowledge and process by using the PICO clinical question (Population, Intervention, Comparison and Outcome), whereby they observe a selected clinical skill, and then compare their observations to hospital protocol and against the latest evidence-based practice guidelines. The assignment for the second course requires students to pick a more complex clinical skill and to support proposed changes in practice with scholarly literature. Assessment of student learning and course evaluation has shown that the overall experience of integrating EBP projects into the curriculum is fruitful for students, clinical agencies, and faculty.

scholarly journals FISIOTERAPIA BASEADA EM EVIDÊNCIAS: NÍVEL DE CONHECIMENTO DOS ACADÊMICOS DE FISIOTERAPIA DE UMA INSTITUIÇÃO DO NOROESTE PAULISTA

2020 ◽  
Vol 9 (11) ◽  
pp. 1-9
Author(s):  
Roberta Fernandes DAL RI ◽  
Vinícius Souza QUIRINO ◽  
Thaisa Fernanda Queiroz SOUZA ◽  
Marilda Duran LIMA
Keyword(s):  
Physical Therapy ◽  
Evidence Based Practice ◽  
Theoretical Background ◽  
Evidence Based ◽  
Clinical Question ◽  
Knowledge Level

A Prática baseada em evidências (PBE) é considerada a maneira mais eficaz e eficiente para a tomada de decisões, levando em consideração o embasamento teórico, o paciente e a experiência do fisioterapeuta. Assim, este trabalho tem por objetivo investigar o nível de conhecimento dos alunos do 6º e 8º termos, do curso de Fisioterapia de uma instituição do noroeste paulista, sobre prática baseada em evidências. Para isso, utilizou-se como instrumento de coleta de informações um questionário composto por 7 questões. Dos 85 acadêmicos matriculados, 66 (78%) participaram da pesquisa. A maior parte dos participantes (82%) expressou não possuir conhecimento sobre PBE. Também verificou-se que os acadêmicos não tinham entendimento sobre o método para a formulação de uma pergunta clínica, assim como muitos não possuem conhecimento de bases de dados confiáveis ou para escolher e avaliar artigos. Baseando-se nos resultados obtidos conclui-se que os alunos da instituição examinados apresentaram limitação ao conhecimento em relação aos princípios da PBE.   EVIDENCE-BASED PHYSIOTHERAPY: KNOWLEDGE LEVEL OF PHYSIOTHERAPY SCHOLARS FROM AN INSTITUTION IN NOROESTE PAULISTA   ABSTRACT The evidence-based practice (EBP) is considered the most efficient and effective way to make decisions, taking into consideration the theoretical background, the patient, and the practitioner's experience. Thus, this paper aims to probe the knowledge level of the students about evidence-based practice, from the sixth and eighth semester scholars at a School of Physical Therapy in an institution in Noroeste Paulista. To this end, a questionnaire consisting of seven questions was used as an instrument to collect data. In this survey 66 (78%) out of 85 enrolled scholars answered the questionnaire. Most participants (82%) demonstrated that they did not have knowledge of EBP. It was also identified that scholars did not have an understanding of how to pose a clinical question, as well as many of them, did not have knowledge of a reliable database, or how to screen and evaluate articles. Based on the results we obtained, it was concluded that scholars in an Institution demonstrated limitations regarding knowledge about EBP principles.   Keywords: Evidence-based Practice. Evidence-Based Physical Therapy.

scholarly journals Preparing entry-level practitioners for evidence-based practice

2005 ◽  
Vol 26 (1) ◽  
pp. 13 ◽  
Author(s):  
Michelle Villeneuve ◽  
Suzanne Maranda
Keyword(s):  
Literature Search ◽  
Critical Appraisal ◽  
Evidence Based Practice ◽  
Occupational Therapists ◽  
Background Information ◽  
Evidence Based ◽  
Clinical Question ◽  
Entry Level ◽  
Effective Strategies ◽  
Clinical Conditions

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.

Defining Evidence-Based Practice

2016 ◽  
pp. 1-16
Author(s):  
John C. Norcross ◽  
Thomas P. Hogan ◽  
Gerald P. Koocher ◽  
Lauren A. Maggio
Keyword(s):  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Question ◽  
Entire Process ◽  
Core Skills ◽  
History Of

This opening chapter sets the stage for the book by sketching a brief history of evidence-based practice (EBP), explicating the definition and goal of EBPs, outlining controversies about EBP, and introducing three composite patients who will reappear as examples throughout the book. It introduces the sequential core skills of EBP, summarized by the mnemonic AAA TIE or triple A TIE: Asking a specific, clinical question; Accessing the best available research; Appraising that research evidence critically; Translating that research into practice with a particular patient; Integrating the clinician’s expertise and the patient’s characteristics, culture, and preferences with the research; and Evaluating the effectiveness of the entire process. Subsequent chapters take up each of these skills in turn.

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.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

Training Methods With Clinicians and Students—A Personal Story and Change: Narrative Therapy for Stuttering

2008 ◽  
Vol 18 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Margaret Leahy
Keyword(s):  
Narrative Therapy ◽  
Evidence Based Practice ◽  
Theoretical Background ◽  
Evidence Based ◽  
Training Methods ◽  
Sense Of Control ◽  
Case Description ◽  
General Outline ◽  
Personal Story ◽  
Fluency Disorders

Abstract Educating students and informing clinicians regarding developments in therapy approaches and in evidence-based practice are important elements of the responsibility of specialist academic posts in universities. In this article, the development of narrative therapy and its theoretical background are outlined (preceded by a general outline of how the topic of fluency disorders is introduced to students at an Irish university). An example of implementing narrative therapy with a 12-year-old boy is presented. The brief case description demonstrates how narrative therapy facilitated this 12-year-old make sense of his dysfluency and his phonological disorder, leading to his improved understanding and management of the problems, fostering a sense of control that led ultimately to their resolution.

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