Evidence Based Practice — How to Do a Literature Search

1998 ◽  
Vol 3 (1) ◽  
pp. 21-23
Author(s):  
Christina Jerosch-Herold
Keyword(s):  
Computer Technology ◽  
Literature Search ◽  
Evidence Based Practice ◽  
The Other ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Hand Therapy

Evidence based practice has been defined as the integration of current best evidence with individual clinical expertise when making decisions about the care of individual patients (Sacket et al, 1996) The use of one without the other does not constitute evidence-based practice. As clinicians therefore it is vital not to devalue clinical expertise developed through education and practice but it is also time that a closer look is taken at the research which should underpin our practice. It is this which maybe poses the greater challenge. The distance to the nearest library, the associated computer technology which has to be mastered, the limits on time and staffing act as disincentives rather than to encourage evidence-based practice. This paper is the first of a series on getting evidence into practice by providing an introductory guide on how to search for literature using computer databases. Examples from the field of hand therapy are used to illustrate the different components involved in a search and how different strategies work.

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 Journal Club is a way forward to adopt Evidence Based Practice among dental House Officers

2021 ◽  
Vol 38 (1) ◽  
Author(s):  
Kiran Fatima Fatima Mehboob Ali BANA
Keyword(s):  
Critical Thinking ◽  
Knowledge Acquisition ◽  
Literature Search ◽  
Job Training ◽  
Evidence Based Practice ◽  
Journal Club ◽  
Relevant Literature ◽  
P Value ◽  
Evidence Based ◽  
Total N

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.

Evidence-based Practice: Making the Research Relevant to Your Situation—CLUE #4: Apply

2018 ◽  
Vol 33 (3) ◽  
pp. 154-157 ◽  
Author(s):  
Catherine F. Yonkaitis ◽  
Erin D. Maughan
Keyword(s):  
Evidence Based Practice ◽  
School Nurses ◽  
Venn Diagram ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Fourth Step

Evidence-based practice (EBP) is often thought to be synonymous with research and literature. This article focuses on the fourth step in the EBP process: Apply. In this step, we fully integrate the EBP Venn diagram, which illustrates that EBP occurs at the intersection of evidence and data, clinical expertise and resources, and population’s values and cultures. Only when school nurses include each component into their practice decision will true EBP occur.

Replication Research: A Purposeful Occupation Worth Repeating

2000 ◽  
Vol 67 (3) ◽  
pp. 155-161 ◽  
Author(s):  
Jennifer Greenwood Klein ◽  
G. Ted Brown ◽  
Mary Lysyk
Keyword(s):  
Clinical Practice ◽  
Occupational Therapy ◽  
Literature Search ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Search Term ◽  
Replication Studies ◽  
Replication Research

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.

scholarly journals Evidence based practice: knowledge, attitude and practice among undergraduate and postgraduate medical students of a medical college in North Karnataka, India

2018 ◽  
Vol 5 (6) ◽  
pp. 2411 ◽  
Author(s):  
Manjula R. ◽  
Anjani Kumar Srivastava ◽  
Ashok S. Dorle
Keyword(s):  
Medical Students ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
Attitude And Practice ◽  
Knowledge Attitude And Practice

Background: Evidence based practice (EBP) is based on the integration of the best research evidence with clinical expertise to facilitate clinical decision making. Those patients who receive evidence-based therapies have better outcomes than those who do not.Evidence-based medicine is becoming a specialty in its own right, and it's an area that medical students should pay close attention to when determining their path. The objective of the study was to assess the knowledge, attitude and practice regarding evidence based practice among the undergraduate and postgraduate students of a medical college in North Karnataka.Methods: After obtaining ethical clearance from institutional ethical committee, this cross-sectional study was conducted in a Medical College in North Karnataka from November 2016–January 2017. All the interns and postgraduates studying in the College were included in the study. After obtaining informed consent, data was collected through pre-designed semi-structured questionnaire. Data was compiled and tabulated by using MS Excel and was analyzed.Results: Overall, majority of the participants hold positive attitudes toward EBP but lack sufficient knowledge and skills for implementation. The main barriers to implement EBP are insufficient time to read scientific research articles and the cost to its access.Conclusions: More focus should be given to EBP from the medical school itself, either through continuing medical education or various workshops, it can even be included in the curriculum so that all the undergraduate medical students can be sensitized to it from a very initial stage.

scholarly journals French psychiatry

2006 ◽  
Vol 3 (1) ◽  
pp. 14-16 ◽  
Author(s):  
Michel Botbol
Keyword(s):  
Evidence Based Practice ◽  
The Other ◽  
Evidence Based ◽  
Anglo Saxon ◽  
Profound Change ◽  
Policy Makers ◽  
New Model ◽  
The Common ◽  
The One ◽  
Common Profile

French psychiatry is currently facing a period of profound change, as many of what were considered its most specific characteristics and traditions have been called into question. It is therefore difficult to draw a profile of French psychiatry, because it has to take into account a radical splitting between, on the one hand, what is still the common profile of most French psychiatrists and, on the other, the new model imposed by stakeholders and policy makers who want French psychiatry to take on a more Anglo-Saxon profile, with evidence-based practice coming to the fore, for instance.

scholarly journals Is the Movement of Evidence-based Practice a Real Threat to Music Therapy?

2013 ◽  
Vol 13 (2) ◽  
Author(s):  
Masako Otera
Keyword(s):  
Music Therapy ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Music Therapists ◽  
Treatment Protocols ◽  
Empirically Supported ◽  
Standardized Treatment ◽  
The Individual ◽  
Based Medicine

The author discusses what music therapists must work on to establish Evidence-based practice (EBP) in music therapy by referring to Saito's discussion of the misunderstandings and various interpretations of Evidence-based medicine (EBM), the issue of Empirically Supported Treatments (ESTs) in EBP in psychology (EBPP), and related discussions. Although the EBP movement tends to be recognized as a threat to music therapy, some recent discussions of EBM and EBP are encouraging for the development of EBP in music therapy. This paper shows that an integration of evidence of multiple types with clinical expertise and the individual needs in clients has become a consensus of EBP. However, the issues related to conducting Randomized controlled Trials (RCTs) and employment of standardized treatment protocols in music therapy have persisted as difficult problems. Because the issue of EBP is very complex and easily biased, effective learning of this issue should be promoted among music therapists so that they can successfully relate to the EBP movement and bring benefits to the field of music therapy. The author suggests that incorporating the ideas of EBP positively into the field of music therapy and constructing methodologies and theories will enhance EBP.

History of Evidence-Based Practice

2020 ◽  
Author(s):  
Scott O. Lilienfeld ◽  
Candice Basterfield
Keyword(s):  
Evidence Based Practice ◽  
Systematic Research ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Psychological Conditions ◽  
Empirically Supported ◽  
American Psychology ◽  
History Of ◽  
Meta Analyses ◽  
Patient Change

Evidence-based therapies stemmed from the movement toward evidence-based medicine, and later, evidence-based practice (EBP) in psychology and allied fields. EBP reflects a progressive historical shift from naïve empiricism, which is based on raw and untutored observations of patient change, to systematic empiricism, which refines and hones such observations with the aid of systematic research techniques. EBP traces its roots in part to the development of methods of randomization in the early 20th century. In American psychology, EBP has traditionally been conceptualized as a three-legged stool comprising high-quality treatment outcome evidence, clinical expertise, and patient preferences and values. The research leg of the stool is typically operationalized in terms of a hierarchy of evidentiary certainty, with randomized controlled trials and meta-analyses of such trials toward the apex. The most influential operationalization of the EBP research leg is the effort to identify empirically supported treatments, which are psychotherapies that have been demonstrated to work for specific psychological conditions. Still, EBP remains scientifically controversial in many quarters, and some critics have maintained that the research base underpinning it is less compelling than claimed by its proponents.

Commentary on a “unified approach to behaviours that challenge”: implementing evidence-based practice – a clinician’s perspective

2020 ◽  
Vol 25 (3) ◽  
pp. 163-167
Author(s):  
Steven Carnaby
Keyword(s):  
Learning Disabilities ◽  
Lived Experience ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Unified Approach ◽  
Content Type ◽  
Effective Implementation ◽  
Adults With Learning Disabilities

Purpose This paper aims to provide a commentary on papers in this special edition concerning the implementation of evidence-based practice from a clinician’s perspective. Design/methodology/approach The commentary makes a number of points drawing on both recent literature and the author’s own experience working as a clinician with children and adults with learning disabilities including those who are autistic whose behaviours can challenge themselves, their parents, carers and support networks. Findings Effective implementation requires clinical expertise to operate within a context of collaboration and partnership working, where co-production with those who have lived experience ensures that what clinicians offer resonates and contributes to improvements in quality of life for all. Originality/value The paper will be of value to clinicians working alongside children and adults with learning disabilities and their families, particularly clinical psychologists and behaviour specialists, and to other stakeholders wanting to enable and facilitate the development of high-quality support.

History of Evidence-Based Practice

2020 ◽  
Author(s):  
scott lilienfeld ◽  
Candice Basterfield
Keyword(s):  
Evidence Based Practice ◽  
Systematic Research ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Psychological Conditions ◽  
Empirically Supported ◽  
American Psychology ◽  
History Of ◽  
Meta Analyses ◽  
Patient Change

Evidence-based therapies stemmed from the movement toward evidence-based medicine, and later, evidence-based practice (EBP) in psychology and allied fields. EBP reflects a progressive historical shift from naïve empiricism, which is based on raw and untutored observations of patient change, to systematic empiricism, which refines and hones such observations with the aid of systematic research techniques. EBP traces its roots in part to the development of methods of randomization in the early 20th century. In American psychology, EBP has traditionally been conceptualized as a three-legged stool comprising high-quality treatment outcome evidence, clinical expertise, and patient preferences and values. The research leg of the stool is typically operationalized in terms of a hierarchy of evidentiary certainty, with randomized controlled trials and meta-analyses of such trials toward the apex. The most influential operationalization of the EBP research leg is the effort to identify empirically supported treatments, which are psychotherapies that have been demonstrated to work for specific psychological conditions. Still, EBP remains scientifically controversial in many quarters, and some critics have maintained that the research base underpinning it is less compelling than claimed by its proponents.

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