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BEST APPLICATION OF EVIDENCE-BASED METHODS
Implementing Evidence-Based Practices Into Daily Decisions & Applied Work
Jennifer Cole, MS, ATC, CSCS
Justifying Professional Practice Think of 3 reasons why
you have chosen a specific
action/practice. Are your reasons.. 1. Valid? 2. Reliable? 3. From a high-quality
source?
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Evidence-Based Practice ■ Integrates individual
expertise and best available external evidence from systematic research by combining science and professional practice
■ Ultimate goal: – Support practitioners in their
decision making– Eliminate the use of ineffective,
inappropriate, too expensive & potentially dangerous practices
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Using EBP to Achieve Outcome■ Identify gaps between what
is & what should be– Specify what your lecture
requires to be more effective– Measurable desired outcomes of
lectures– Achievable steps to meet
desired outcome– Relevant , outcome will meet the
needs of your class and align with learning objective
– Time needed to achieve outcome will fit into semester
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Best Practice #1: Asking the question■ Construct a well-built practical question P: Population I: Intervention C: Comparison O: Outcome
Example: “Compared to traditional lectures, what are the most effective interactive/active learning strategies to improve learning outcomes in the Millennial students?”
Best Practice #2: Necessary Data Sources & Search Skills
• Cochrane library
• MEDLINE• Gray
Literature• NHS Centre
for Reviews & DisseminationPhoto credits
Best Practice #3:Utilize the Highest Standard of Resources
■ Systematic Reviews: systematically compares results from different studies to establish generalizability of findings and consistency
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Best Practice #4:Interpret the Forest Plot
Graph used in meta-analyses to
illustrate treatment effect
size of the studies
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Best Practice #5: Identify Valid Results■ Critical Appraisal of Review: – Selection bias– Performance bias– Attrition bias– Detection bias■ Appraisal of Included Studies– Appropriately addresses validity – Appropriately combined findings
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Best Practice #6: Implications for Practicing the Evidence
Problem is a priority
LARGE desirable effect anticipated
small undesirable effect anticipated
Evidence reduces inequalities
Evidence is feasible
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Research vs EBP-- Clickers in the Classroom
The effects of audience response
systems on learning outcomes in health
professions education. A
systematic reviewClassroom Questioning with
Immediate Electronic
Response: Do Clickers Improve
Learning?
Evidence Based
Systematic
Review
Randomized
Block Experime
ntal Design
Best Practice #1: Well-built Question
Systematic Review
Randomized Block Design• What are the effects
of ARS on learning outcomes in health professions education?
• P: Undergrad health professions
• I: Audience Response System
• C: Traditional lecture• O: Effects in learning
outcomes
• Focused on the substantive difference in learning outcomes between traditional classrooms and classrooms using clickers in undergraduates
• P: Undergrad• I: Clickers• C: Traditional
Lectures • O: Differences in
learning outcomes
Best Practice #2: Data Source/Search Skills ■ Systematic Review: – Data source: MEDLINE– Search: MEDLINE, systematic review + classroom response system ■ Randomized Block: – Data source: Decision Sciences Journal of Innovative Education – Search: Clickers in the classroom + learning outcome
Best Practice #3: Utilize the Highest Standard of Resources
The effects of audience response
systems on learning
outcomes in health
professions education. A systematic
review
Classroom Questioning with
Immediate Electronic
Response: Do Clickers Improve
Learning? Systematic Review 21 Studies Randomized Block 1 Study
Bes
t Pr
acti
ce #
4: A
naly
zing
th
e Ev
iden
ceFo
rest
Plo
ts
Best Practice #5: Identify Valid Results (Systematic Review)
• Most of the studies were at a high risk of bias due to inadequate blinding of participants and/or outcome assessors. In addition, many included trials presented outcome data that was not complete or not clearly described.
• Inclusion bias was minimized by prospectively establishing the search strategy and by having two authors screen all potential studies, maximizing the likelihood that this review is inclusive of all relevant studies
• Magnitude of effect was smaller for randomized trials compared to nonrandomized studies.
Best Practice #6: Implications for Practicing the Evidence ■ Are learning outcomes
in my traditional lectures a priority problem?
■ What are large desirable effects?
■ Are there any small undesirable effects?
■ Will inequalities be reduced?
■ Are clickers feasible?
Conclusion■ Nearly impossible to keep up with
professional literature 350,000 RCTs in PubMED)
■ The development of improved technologies reduce time necessary to fill gaps in the evidence base & reduce uncertainty in decision-making process
■ Ability to justify decisions on the basis of valid information by explaining the strength of evidence used to make decisions
■ Better practice, better outcomes
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