scholarly journals Teachers’ Roles in Evidence-based Educational Reform in China

2021 ◽  
Vol 9 (2) ◽  
pp. 1223-1225
Author(s):  
Alan C.K. Cheung
Keyword(s):  
Educational Reform ◽  
Research Evidence ◽  
Scientific Basis ◽  
Traditional Education ◽  
Education Quality ◽  
Evidence Based ◽  
Education Practice ◽  
Educational Decision ◽  
The Individual ◽  
Educational Decision Making

The evidence-based educational reform was initiated in the field of medicine and now has become a cutting-edge reform wave in the world. As a new pattern of educational reform, it aims to optimize educational decision-making and practice and promote the improvement of education quality, using scientific research evidence. Contrary to experience-based traditional education practice, evidence-based education emphasizes scientific support and data collection, transforms the individual experience into replicable regional experience, and provides scientific basis for implementation of educational policies, strategies and programs.  

Application of research evidence in clinical practice

2020 ◽  
pp. 73-79
Author(s):  
Andrea Cipriani ◽  
Stefan Leucht ◽  
John R. Geddes
Keyword(s):  
Health Care ◽  
Evidence Based Medicine ◽  
Research Evidence ◽  
Clinical Decision Making ◽  
Evidence Based ◽  
Individual Patient Level ◽  
Patient Values ◽  
The Individual ◽  
Theory Of Evidence ◽  
Based Medicine

The aim of evidence-based medicine is to integrate current best evidence from research with clinical expertise and patient values. However, it is known that one of the major challenges for clinicians is to move from the theory of evidence-based medicine to the practice of it. Evidence-based practice requires new skills of the clinician, including framing a clear question based on a clinical problem, searching and critically appraising the relevant literature, and applying the findings to routine clinical decision-making, ideally at the individual patient level. Scientific evidence is increasingly accessible through journals and information services that should combine high-quality evidence with information technology. However, the process is not straightforward, as there are several barriers to the successful application of research evidence to health care. This chapter discusses both the prospects for harnessing evidence to improve health care and the problems that clinicians will need to overcome to practise ‘evidence-based-ly’.

Integrating Research Into the Clinic

2002 ◽  
Vol 92 (2) ◽  
pp. 115-122 ◽  
Author(s):  
Anne-Maree Keenan ◽  
Anthony C. Redmond
Keyword(s):  
Decision Making ◽  
Clinical Practice ◽  
Research Evidence ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Research Process ◽  
Decision Making Process ◽  
Evidence Based ◽  
Clinical Environment ◽  
The Individual

This paper is the first in a series of three aimed at introducing clinicians to current concepts in research, and outlining how they may be able to apply these concepts to their own clinical practice. It has become evident in recent years that while many practitioners may not want to become actively involved in the research process, simply keeping abreast of the burgeoning publication base will create new demands on their time, and will often require the acquisition of new skills. This series introduces the philosophies of integrating what sometimes may appear to be abstract research into the realities of the clinical environment. It will provide practitioners with an accessible summary of the tools required in order to understand the research process. For some, it is hoped this series may provide some impetus for the contemplative practitioner to become a more active participant in the research process. This first paper addresses how the evidence based practice (EBP) revolution can be used to empower the individual practitioner and how good quality evidence can improve the overall clinical decision making process. It also suggests key strategies by which the clinician may try to enhance their clinical decision making process and make research evidence more applicable to their day to day clinical practice. (J Am Podiatr Med Assoc 92(2): 115-122, 2002)

Rethinking Connections Between Research and Practice in Education: A Conceptual Framework

2018 ◽  
Vol 47 (4) ◽  
pp. 235-245 ◽  
Author(s):  
Elizabeth Farley-Ripple ◽  
Henry May ◽  
Allison Karpyn ◽  
Katherine Tilley ◽  
Kalyn McDonough
Keyword(s):  
Decision Making ◽  
Conceptual Framework ◽  
Scientific Research ◽  
Evidence Based ◽  
Research And Practice ◽  
Educational Decision ◽  
Ways Of Thinking ◽  
Research In Education ◽  
Educational Decision Making ◽  
Use Of Research

Recent efforts to improve the quality and availability of scientific research in education, coupled with increased expectations for the use of research in practice, demand new ways of thinking about connections between research and practice. The conceptual framework presented in this paper argues that increasing research in educational decision-making cannot be simplified to an issue of dissemination or of motivating practitioners to access evidence-based research but rather is a bidirectional problem in which characteristics of both the research and practice communities must be understood and addressed in order to strengthen ties between research and practice in education.

scholarly journals The Education Agency as Research Intermediary

2020 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Matthew B. Courtney
Keyword(s):  
Policy Making ◽  
Research Use ◽  
Evidence Based ◽  
Policy Makers ◽  
Educational Decision ◽  
Education Agency ◽  
Rigorous Framework ◽  
Every Student Succeeds Act ◽  
Educational Decision Making

Since the late 1970s, researchers and policy makers have debated the role of research in policy making. Since the passage of the Every Student Succeeds Act (ESSA) in 2015, education policy has experienced a renewed interest in this topic. ESSA presents a rigorous framework and set of requirements for research use in educational decision making. This paper presents an evidence-informed model that education agencies (EAs) can follow to support schools in the implementation of ESSA’s evidence-based practice provisions. The model includes three key activities that EAs should engage in to become effective research intermediaries: (1) model effective research use, (2) build capacity in educators, and (3) promote action research.

Rational Decision Making in Psychiatry: Evidence-Based Psychiatry is Just the Start

1997 ◽  
Vol 171 (3) ◽  
pp. 226-227 ◽  
Author(s):  
Trevor A. Sheldon ◽  
Simon M. Gilbody
Keyword(s):  
Decision Making ◽  
Clinical Practice ◽  
Systematic Approach ◽  
Research Evidence ◽  
Scientific Basis ◽  
Evidence Based ◽  
Rational Decision ◽  
Rational Decision Making ◽  
Chief Of Staff ◽  
Patterns Of Practice

Geddes and Harrison make the case simply and persuasively for the value of a systematic approach to identifying and applying research evidence in clinical practice. No sensible psychiatrist, nurse or other therapist can justify a situation where patterns of practice are overly influenced by fashion, tradition, what the chief of staff happens to believe, or what the adverts claim, independent of the scientific basis, as represented by the results of valid experimental research.

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.

Evidence-based Practice regarding knowledge, attitude and perceived barriers of Mangalore Physical Therapists: A Survey

2020 ◽  
Vol 11 (4) ◽  
pp. 7056-7063
Author(s):  
Vineel P ◽  
Gopala Krishna Alaparthi ◽  
Kalyana Chakravarthy Bairapareddy ◽  
Sampath Kumar Amaravadi
Keyword(s):  
Response Rate ◽  
Evidence Based Practice ◽  
Physical Therapists ◽  
Medical Profession ◽  
Demographic Data ◽  
Perceived Barriers ◽  
Hard Copy ◽  
Evidence Based ◽  
Research Committee ◽  
The Individual

  Evidence-based Practice is defined as usage of current best evidence which is conscientious, explicit and judicious in deciding on the care of the individual. It is one of the vital decision-making processes in the medical profession. Though India is renowned as a center for medical education, there is scarcity regarding the literature on evidence-based practice. The survey aims to identify the prevalence of evidence-based practice among the physical therapists of Mangalore. The study protocol submitted to scientific research committee and Ethical institutional committee, K.M.C. Mangalore Manipal University. On approval, the questionnaire had been distributed among the physical therapists of Mangalore through mails and in the written form. The questionnaire consists of questions divided into eight sections: 1) consent form 2) current practice status; 3) demographic data; 4) behavior; 5) previous knowledge of E.B.P. resources; 6) skills and available resources; 7) Opinions regarding E.B.P.; 8)Perceived barriers regarding E.B.P. The emails were sent through Google forms to all the physical therapists, and hard copies were distributed among the selected physical therapists. The response rate for the emails was 13.1%. The response collected through hard copies was 178, whereas total hard copies distributed was 320, the participants rejected some due to lack of interest. In total, including emails and hard copy questionnaire 205 was the response rate in which all were practicing physical therapy as their primary profession. The findings of the study will pave the way to identify the status of evidence-based practice as well as help in designing promotional programmers for evidence-based practice.

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