scholarly journals Three-stage publishing to support evidence-based management practice

2021 ◽  
Vol 12 (2) ◽  
pp. 56-95
Author(s):  
Juan A. Marin-Garcia
Keyword(s):  
Professional Practice ◽  
Operations Management ◽  
Management Practice ◽  
Second Step ◽  
Evidence Based ◽  
Professional Journals ◽  
Step Model ◽  
One Step ◽  
Business And Management ◽  
Leading Journals

This article proposes a 4-step model for scientific dissemination that aims to promote evidence-based professional practice in Operations Management or Human Resource Management as well as research with a more transparent and reproducible process. These 4 steps include:1 social network announcements,2 dissemination to scientific journals, 3 dissemination to social networks, and 4 scientific dissemination to professional journals. Central to the 4-step model is a three-stage publication process within the second step, which adds an additional stage to the two previously proposed (Marin-Garcia, 2015). These three publication stages begin with a protocol paper, are followed by a data paper, and finish with a traditional article. Each stage promotes research with merit which is citable and recognizable as such before the scientific evaluation bodies. As two of these stages are largely unknown within the fields of Business and Management, I define the details of a protocol paper and a data paper including their contents. In addition, I provide examples of both papers as well as the other steps of the science dissemination model. This model can be adopted by researchers as a means of achieving greater impact and transfer of research results. This work intends to help researchers to understand, to evaluate, and to make better decisions about how their research reaches society at large outside of academia.In this way, WPOM aligns with the recommendations of several leading journals in the field of business management on the need to promote transparent, accessible, and replicable science (Beugelsdijk et al., 2020). WPOM goes one step further in compliance with this direction by having relevant journals that not only accept, but also actively encourage the publication of protocol papers and data papers. WPOM strives to pioneer in this field of Business and Management.This article also explores the potential prevalence of protocol papers and data papers within the set of all articles published in journals indexed in Clarivate Web of Science and Scopus.With this editorial, WPOM is committed to promoting this model by accepting for review any of the three types of scientific contributions including protocol papers, data papers, and traditional papers.

Supporting the Development of Clinical Reasoning of Preprofessional Novices in Dysphagia Management

2019 ◽  
Vol 40 (03) ◽  
pp. 151-161 ◽  
Author(s):  
Sebastian Doeltgen ◽  
Stacie Attrill ◽  
Joanne Murray
Keyword(s):  
Clinical Reasoning ◽  
Clinical Decision Making ◽  
Management Practice ◽  
Clinical Decision ◽  
Assessment Process ◽  
Evidence Based ◽  
Sources Of Information ◽  
Multiple Sources ◽  
Implicit Processing ◽  
Reasoning Skills

AbstractProficient clinical reasoning is a critical skill in high-quality, evidence-based management of swallowing impairment (dysphagia). Clinical reasoning in this area of practice is a cognitively complex process, as it requires synthesis of multiple sources of information that are generated during a thorough, evidence-based assessment process and which are moderated by the patient's individual situations, including their social and demographic circumstances, comorbidities, or other health concerns. A growing body of health and medical literature demonstrates that clinical reasoning skills develop with increasing exposure to clinical cases and that the approaches to clinical reasoning differ between novices and experts. It appears that it is not the amount of knowledge held, but the way it is used, that distinguishes a novice from an experienced clinician. In this article, we review the roles of explicit and implicit processing as well as illness scripts in clinical decision making across the continuum of medical expertise and discuss how they relate to the clinical management of swallowing impairment. We also reflect on how this literature may inform educational curricula that support SLP students in developing preclinical reasoning skills that facilitate their transition to early clinical practice. Specifically, we discuss the role of case-based curricula to assist students to develop a meta-cognitive awareness of the different approaches to clinical reasoning, their own capabilities and preferences, and how and when to apply these in dysphagia management practice.

The Promotion of Avoidable Ignorance in the British Journal of Social Work

2018 ◽  
Vol 29 (4) ◽  
pp. 455-469 ◽  
Author(s):  
Eileen Gambrill
Keyword(s):  
British Journal ◽  
Social Work ◽  
Social Workers ◽  
Evidence Based Practice ◽  
Status Quo ◽  
Evidence Based ◽  
Professional Journals ◽  
The Status ◽  
Dangerous Knowledge

The manifest purpose of professional journals is to share important knowledge. Increasing revelations of flaws in the peer-reviewed literature shows that this purpose is often not honored and that inflated claims of knowledge as well as other concerns such as misrepresentations of disliked or misunderstood views are rife. In this article, avoidable misunderstandings of science and evidence-based practice (EBP) in publications in the British Journal of Social Work 2005–2016 are described as well as strategies used to forward misinformation. Such discourse misinforms rather than informs readers and decreases opportunities to accurately inform social workers about possibilities to help clients and to avoid harming them and to involve clients as informed participants. Those writing about avoidable ignorance highlight how it is used strategically, perhaps to neutralize what is viewed as dangerous knowledge—the process of EBP and science generally, which may threaten the status quo.

scholarly journals Tilt testing remains a valuable asset

2021 ◽  
Author(s):  
Richard Sutton ◽  
Artur Fedorowski ◽  
Brian Olshansky ◽  
J Gert van Dijk ◽  
Haruhiko Abe ◽  
...  
Keyword(s):  
Professional Practice ◽  
Diagnostic Value ◽  
Tilt Test ◽  
Evidence Based ◽  
Tilt Testing ◽  
Head Up Tilt ◽  
Pressure Adaptation ◽  
Neuroendocrine Responses ◽  
Head Up Tilt Test ◽  
Study Heart Rate

Abstract Head-up tilt test (TT) has been used for >50 years to study heart rate/blood pressure adaptation to positional changes, to model responses to haemorrhage, to assess orthostatic hypotension, and to evaluate haemodynamic and neuroendocrine responses in congestive heart failure, autonomic dysfunction, and hypertension. During these studies, some subjects experienced syncope due to vasovagal reflex. As a result, tilt testing was incorporated into clinical assessment of syncope when the origin was unknown. Subsequently, clinical experience supports the diagnostic value of TT. This is highlighted in evidence-based professional practice guidelines, which provide advice for TT methodology and interpretation, while concurrently identifying its limitations. Thus, TT remains a valuable clinical asset, one that has added importantly to the appreciation of pathophysiology of syncope/collapse and, thereby, has improved care of syncopal patients.

scholarly journals One-step model of photoemission from single-crystal surfaces

2017 ◽  
Vol 95 (7) ◽  
Author(s):  
Siddharth Karkare ◽  
Weishi Wan ◽  
Jun Feng ◽  
Tai C. Chiang ◽  
Howard A. Padmore
Keyword(s):  
Single Crystal ◽  
Crystal Surfaces ◽  
Single Crystal Surfaces ◽  
Step Model ◽  
One Step

scholarly journals Evidence-Based Professionalism in Small Specialist HE Course Management – Reflexive Thoughts on Ongoing Research

2017 ◽  
Author(s):  
Nieky van Veggel
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Course Management ◽  
Ongoing Research ◽  
The Status

This paper outlines evidence-based practice in the context of professionalism, and highlights the contribution evidence-based practice can make to the professional practice of higher education course managers. Implications of the changing HE landscape for the status of academics as professionals are reviewed, and evidence-based practice is proposed as a solution for both enhanced course management and to remedy perceived deprofessionalisation. Finally, questions regarding researching professional practice within one’s own institution are addressed.

scholarly journals A 9-Step Theory- and Evidence-Based Postgraduate Medical Digital Education Development Model: Empirical Development and Validation (Preprint)

2018 ◽  
Author(s):  
Robert de Leeuw ◽  
Fedde Scheele ◽  
Kieran Walsh ◽  
Michiel Westerman
Keyword(s):  
Instructional Design ◽  
Building Blocks ◽  
Instructional Design Model ◽  
Design Model ◽  
Medical Professionals ◽  
Technology Enhanced Learning ◽  
Evidence Based ◽  
Design Models ◽  
Digital Education ◽  
Step Model

BACKGROUND Digital education tools (e-learning, technology-enhanced learning) can be defined as any educational intervention that is electronically mediated. Decveloping and applying such tools and interventions for postgraduate medical professionals who work and learn after graduation can be called postgraduate medical digital education (PGMDE), which is increasingly being used and evaluated. However, evaluation has focused mainly on reaching the learning goals and little on the design. Design models for digital education (instructional design models) help educators create a digital education curriculum, but none have been aimed at PGMDE. Studies show the need for efficient, motivating, useful, and satisfactory digital education. OBJECTIVE Our objective was (1) to create an empirical instructional design model for PGMDE founded in evidence and theory, with postgraduate medical professionals who work and learn after graduation as the target audience, and (2) to compare our model with existing models used to evaluate and create PGMDE. METHODS Previously we performed an integrative literature review, focus group discussions, and a Delphi procedure to determine which building blocks for such a model would be relevant according to experts and users. This resulted in 37 relevant items. We then used those 37 items and arranged them into chronological steps. After we created the initial 9-step plan, we compared these steps with other models reported in the literature. RESULTS The final 9 steps were (1) describe who, why, what, (2) select educational strategies, (3) translate to the real world, (4) choose the technology, (5) complete the team, (6) plan the budget, (7) plan the timing and timeline, (8) implement the project, and (9) evaluate continuously. On comparing this 9-step model with other models, we found that no other was as complete, nor were any of the other models aimed at PGMDE. CONCLUSIONS Our 9-step model is the first, to our knowledge, to be based on evidence and theory building blocks aimed at PGMDE. We have described a complete set of evidence-based steps, expanding a 3-domain model (motivate, learn, and apply) to an instructional design model that can help every educator in creating efficient, motivating, useful, and satisfactory PGMDE. Although certain steps are more robust and have a deeper theoretical background in current research (such as education), others (such as budget) have been barely touched upon and should be investigated more thoroughly in order that proper guidelines may also be provided for them.

scholarly journals Introducing and establishing a wide reading program in the middle years of schooling

2021 ◽  
Author(s):  
Nerelie Teese
Keyword(s):  
Professional Practice ◽  
Reading Program ◽  
Evidence Based ◽  
Middle Years ◽  
Wide Reading ◽  
English Classes ◽  
Middle Years Of Schooling ◽  
Years Of Schooling

This professional practice paper outlines some of the purposes of a Wide Reading Program and discusses ways in which this has been introduced to English classes in the middle years of schooling. Some of the challenges encountered in the introduction and establishment of this program are also discussed. These can include the reluctance of some readers to engage with the program and how teacher’s administrative duties can prevent their full involvement in Library reading sessions. The evolution of formats used for the collection and presentation of evidence based data is also outlined.

Epilogue

2012 ◽  
pp. 201-204
Author(s):  
Jairo N. Fuertes ◽  
Arnold R. Spokane ◽  
Elizabeth Holloway
Keyword(s):  
Positive Psychology ◽  
Cultural Differences ◽  
Professional Practice ◽  
Vocational Psychology ◽  
Evidence Based ◽  
Positive Psychotherapy ◽  
Helping Skills ◽  
Process And Outcome

The epilogue considers advancements of knowledge in psychology in areas such as helping skills, the process and outcome of treatment, the proper use of evidence-based professional practice, vocational psychology, multiculturalism, supervision, and consultation, as well as primary challenges for the profession, and emerging areas of research, including the movement towards positive psychology and positive psychotherapy, and cultural differences.

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