Step 3: Critically Appraising Evidence

2021 ◽  
Vol 40 (6) ◽  
pp. 402-405
Author(s):  
Susan Givens Bell
Keyword(s):  
Critical Appraisal ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Appraisal Process ◽  
Levels Of Evidence ◽  
The Third

Critical appraisal of the evidence is the third step in the evidence-based practice process. This column, the first in a multipart series to describe the critical appraisal process, defines and provides examples of the levels of evidence and tools to begin the appraisal process using a rapid critical appraisal technique.

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.

Evidence-Based Decision Making in Action: Part 2 – Evaluating and Applying the Clinical Evidence

2003 ◽  
Vol 4 (1) ◽  
pp. 42-52 ◽  
Author(s):  
Jane L. Forrest ◽  
Syrene A. Miller
Keyword(s):  
Decision Making ◽  
Critical Appraisal ◽  
Clinical Evidence ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Evidence Based ◽  
Online Search ◽  
Case Scenario ◽  
The Third ◽  
Evidence Based Decision Making

Abstract This is the second of a two-part series addressing the use of evidence-based decision making (EBDM) in the use of home bleaching. In Part 1, a case scenario demonstrated the skills involved in (1) structuring a clinical question and (2) conducting an online search using PubMed.1 Part 2 demonstrates the third and fourth steps in the EBDM process, i.e., (3) critical appraisal to assess the validity of a study and (4) applying that information to clinical decision making. This 4-step approach to EBDM recognizes that clinicians can never be completely current with all conditions, medications, materials, and products. Thus, EBDM provides a mechanism for addressing these gaps in knowledge in order to provide the best care possible. Citation Forrest JL, Miller SA. Evidence-Based Decision Making in Action: Part 2 – Evaluating and Applying the Clinical Evidence. J Contemp Dent Pract 2003 February;(4)1:042-052.

Evidence-Based Practice in Provision of Amplification

2005 ◽  
Vol 16 (07) ◽  
pp. 419-438 ◽  
Author(s):  
Robyn M. Cox
Keyword(s):  
Critical Appraisal ◽  
Evidence Based Practice ◽  
State Of The Art ◽  
Scientific Progress ◽  
Communication Disorders ◽  
Evidence Based ◽  
Traditional Practice ◽  
Hearing Rehabilitation ◽  
Step Process

Evidence-based practice (EBP) has been widely embraced in many health-care fields as a way of maintaining currency of knowledge and state-of-the-art treatment recommendations in an age of information abundance and rapid scientific progress. Although the principles of EBP are slowly entering the specialties of communication disorders, they are not well known or extensively employed as yet. In this article, the rationale for EBP is presented and differences between EBP and traditional practice are highlighted. The five-step process of EBP is described: defining the problem, searching for evidence, critically appraising the evidence, formulating a recommendation, and assessing the outcome. Critical appraisal calls for determination of the validity, clinical significance, and applicability of evidence. Each of these topics is explored with emphasis placed on the application of EBP to hearing rehabilitation. Finally some suggestions are offered for researchers and practitioners to facilitate a transition to EBP in amplification provision.

scholarly journals Pasienten som medvirker og kunnskapshåndterer

2013 ◽  
Vol 23 (2) ◽  
Author(s):  
Astrid Austvoll-Dahlgren ◽  
Marit Johansen
Keyword(s):  
Health Care ◽  
Critical Appraisal ◽  
English Summary ◽  
Evidence Based ◽  
Online Information ◽  
Patient Access ◽  
The Third ◽  
Central Arena ◽  
Knowledge Manager ◽  
Evidence Based Health Care

<p>En forutsetning for en kunnskapsbasert helsetjeneste er at pasienter tas med i beslutninger om egen og andres helse. Dette forutsetter tilgang på pålitelig kunnskap og kompetanse i å ta den i bruk. Den sentrale arenaen for pasientmedvirkning er møtet mellom pasient og helsearbeider, men andre viktige områder for medvirkning omfatter beslutninger på system- og politisk nivå. Tiltak for å fremme pasienters tilgang til pålitelig helseinformasjon kan deles i tre kategorier. Den første dreier seg om at forskere, helsepersonell og andre fagfolk kvalitetssikrer, oppsummerer og formidler den beste tilgjengelige kunnskapen. Den andre relaterer hovedsakelig til nettbasert informasjon, der informasjonen blir filtrert enten manuelt av eksperter eller ved bruk av automatiske søkemotorer. Tiltak i den tredje kategorien er opplæring av pasienter, for eksempel i form av kurs, eller i bruk av sjekklister og andre ressurser, for å styrke deres kompetanse i kritisk vurdering av forskning.</p><p>Austvoll-Dahlgren A, Johansen M. <strong>The patient as participant and knowledge manager</strong>. <em>Nor J Epidemiol</em> 2013; <em>23</em> (2): 225-230.</p><p><strong>ENGLISH SUMMARY</strong></p><p>A prerequisite for an evidence based health care is that patients take part in decisions about their own and others' health care. This requires access to reliable information and competence in applying it. The central arena for patient participation is the meeting between patient and health professional, but other important areas of involvement include decisions at the system and policy levels. Measures to promote patient access to reliable health information can be divided into three categories. The first entails that researchers, health personnel and other professionals quality assess, summarise and communicate the best available evidence. The second relates mainly to online information and how information is filtered either manually by experts or by automated search engines. The third types of measures are those where patients are trained, for example in the form of courses, or by the use of checklists and other resources, to enhance their skills in critical appraisal of research.</p>

Sign in / Sign up

Export Citation Format

Share Document