Abstract:IMPORTANCE Evidence-based practice (EBP) is necessary for improving the quality of health care as well as patient outcomes. Evidence-based practice is commonly integrated into the curricula of undergraduate, postgraduate, and continuing professional development health programs. There is, however, inconsistency in the curriculum content of EBP teaching and learning programs. A standardized set of minimum core competencies in EBP that health professionals should meet has the potential to standardize and improve … Show more
“…Box 1. Terminology and concepts from key evidence‐based practice resources covered in this feature For clinicians: JAMA Evidence‐Based Practice Core Competencies Convert clinical questions into structured, answerable clinical questions using PICO . For reviewers and authors: EQUATOR Reporting Guidelines ( Enhancing the QUAlity and Transparency Of Health Research Working Group)CONSORT (Consolidated Standards of Reporting Trials):Specific objectives or hypotheses Participants .…”
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confidence: 99%
“…JAMA Evidence‐Based Practice Core Competencies Convert clinical questions into structured, answerable clinical questions using PICO . …”
“…Box 1. Terminology and concepts from key evidence‐based practice resources covered in this feature For clinicians: JAMA Evidence‐Based Practice Core Competencies Convert clinical questions into structured, answerable clinical questions using PICO . For reviewers and authors: EQUATOR Reporting Guidelines ( Enhancing the QUAlity and Transparency Of Health Research Working Group)CONSORT (Consolidated Standards of Reporting Trials):Specific objectives or hypotheses Participants .…”
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confidence: 99%
“…JAMA Evidence‐Based Practice Core Competencies Convert clinical questions into structured, answerable clinical questions using PICO . …”
“…And we are not alone—evidence‐based practice is a content area on the United States Medical Licensing Examination . The Journal of the American Medical Association recently released a set of Core Competencies in Evidence‐Based Practice for Health Professionals …”
Section: The Methodology Matters Series: Why?mentioning
This series was borne of a long-held desire of the new Editor-in-Chief of PM&R and her former resident (R.A. S.) to improve the ability of rehabilitation providers to apply evidence-based practice principles to patient care, research, and peer review. In short, we are passionate about evidence-based practice and think that every rehabilitation clinician should learn it. And we are not aloneevidence-based practice is a content area on the United States Medical Licensing Examination. 1 The Journal of the American Medical Association recently released a set of Core Competencies in Evidence-Based Practice for Health Professionals. 2 We know from our experience in learning and teaching evidence-based practice that (1) it takes time, teaching by experts, and frequent supervised application to become proficient; (2) the key knowledge base is often undertaught or under-reviewed in undergraduate and graduate clinical education (across all health care fields); (3) learning evidence-based practice is a lifelong pursuit; and (4) translation of evidence-based practice methods to rehabilitation questions can have additional challenges.
The Mission of the Methodology Matters SeriesThe mission of the Methodology Matters series is to educate rehabilitation physicians and allied rehabilitation clinicians, researchers, and peer reviewers in the principles and application of evidence-based practice using rehabilitation examples.
Objectives of the Methodology Matters SeriesOur primary objective is to help our readersrehabilitation physicians and allied rehabilitation clinicians-"read a paper." In other words, we want to help clinicians critically appraise, or independently evaluate and interpret, the primary literature evidence base for clinical practice. We also aim to help clinicians apply other principles of evidence-based practice, such as to understand and interpret summarized evidence (systematic reviews, clinical practice guidelines) and interpret diagnostic tests. We do not expect all rehabilitation clinicians to become experts in epidemiology and biostatistics, but to help them maximize their potential as clinicians by increasing their knowledge of evidencebased practice. Our secondary objectives are to help rehabilitation researchers, peer reviewers, and editors understand evidence-based practice principles as applied to study design, interpretation and presentation of results, writing and organization of a manuscript, and critical appraisal of a manuscript.
Overview of the Methodology Matters SeriesIn this feature, we give a brief overview of the history of evidence-based practice and the role of two related fields, epidemiology and biostatistics. We discuss the epidemiologic approach to asking questions about human health outcomes, which is also the framework for evidence-based practice. The JAMA Core Competencies in Evidence-Based Practice will form the foundational content for the Methodology Matters series. 2 We routinely link to vocabulary and content from other key evidence-based practice, critical appraisal, and cli...
“…Flere studier påpeker betydningen av at arbeid med kvalitetsforbedring bør inngå som en del av helsepersonells utdanning for å gi kompetanse til fremtidig kritisk reflektert fagutøvelse (Baillie et al, 2014;James, Beattie, Shepherd, Armstrong & Wilkinson, 2016). For å møte helsetjenestens forventninger og behov for kompetanse til nytenking og innovasjon framholdes det som sentralt at studenten kan tilegne seg ny kunnskap og foreta faglige vurderinger, avgjørelser og handlinger i tråd med kunnskapsbasert praksis (UHR, 2016; Forskrift om felles rammeplan for helse-og sosialfagutdanninger, 2017, §2, (punktene 10 og 11)); Albarqouni et al, 2018). Undervisning på skolen om kunnskapsbasert praksis hadde studentene opplevd som teoretisk og mindre relevant.…”
Student experiences with supervision and learning through participation in a quality improvement evidence-baced practice project in a hospital, -a descriptive and explorative study
A significant part of health care students’ education is provided through clinical placement supervised by practitioners with required education and experience. This study has been conducted to increase knowledge of students’ experiences with supervision and learning related to participation in a quality improvement project in a hospital using evidence-based practice tools. A descriptive and exploratory design with focus group interviews. Data was analysed using qualitative content analysis. Three main themes emerged: changed student role, understanding the importance of keeping professional knowledge updated and need for the facilitation of the clinical placement period. The study showed that supervision helped students become equals of their supervisors and part of the community of practice. The project contributed to students`' coping skills. Integrating evidence-based practice into practice taught students a method of professional knowledge updating and quality improvement.
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