Critically Appraised Papers and Topics Part 1: Use in Clinical Practice

Welch, Cailee E.; Yakuboff, Mariel K.; Madden, Meredith

doi:10.1123/att.13.5.10

Cited by 3 publications

(3 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…37 A CAT provides readers with a mechanism to incorporate current evidence into clinical practice in a manner that minimizes the time necessary to search and appraise the literature. 38 These CATs have been published on numerous topics relating to athletic training practices, and full CATs can be accessed at no cost via the Journal of Sport Rehabilitation (http://journals.humankinetics.com/jsrextras/jsr-critically-appraised-topics-cats).…”

Section: More Resources and Processed Informationmentioning

confidence: 99%

Future Directions of Evidence-Based Practice in Athletic Training: Perceived Strategies to Enhance the Use of Evidence-Based Practice

Welch

Hankemeier

Wyant

et al. 2014

Journal of Athletic Training

Self Cite

View full text Add to dashboard Cite

Context:The shift to a culture of evidence-based practice (EBP) in athletic training is a necessary step in both the optimization of patient care and the advancement of athletic trainers (ATs) as health care professionals. Whereas individuals have gained knowledge in this area, most ATs still are not practicing in an evidence-based manner. Exploring perceived strategies to enhance the use of EBP will help to determine the best approaches to assist ATs in applying EBP concepts to practice to improve patient care.Objective: To explore beneficial strategies and techniques ATs perceived would promote successful implementation of EBP within athletic training education and clinical practice.Design: Qualitative study. Setting: Individual telephone interviews.Patients or Other Participants: Twenty-five ATs (12 educators, 13 clinicians; athletic training experience ¼ 16.00 6 9.41 years) were interviewed.Data Collection and Analysis: One phone interview was conducted with each participant. After the interview was transcribed, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data.Results: Participants identified several components they perceived as essential for enhancing the use of EBP within the athletic training profession. These components included the need for more EBP resources, more processed information, focused workshops, peer discussion and mentorship, and continual repetition and exposure. Participants also indicated that ATs need to accept their professional responsibilities to foster EBP in their daily practices.Conclusions: The proper shift to a culture of EBP in athletic training will take both time and a persistent commitment by ATs to create strategies that will enhance the implementation of EBP across the profession. Researchers should focus on continuing to identify effective educational interventions for ATs and to determine successful strategies to implement EBP into didactic curricula and clinical practice. Additional focus should be given to which strategies most effectively produce changes in clinical practice.Key Words: professional responsibility, mentorship, evidence-based medicine, qualitative research Key PointsParticipants perceived that certain strategies might enhance the inclusion of evidence-based practice concepts throughout athletic training. Researchers should continue to identify effective educational interventions for athletic trainers and determine successful strategies to implement evidence-based practice into didactic curricula and clinical practice. Focus also needs to be placed on strategies that most effectively achieve knowledge translation to effect change in clinical practice.

show abstract

Section: More Resources and Processed Informationmentioning

confidence: 99%

Future Directions of Evidence-Based Practice in Athletic Training: Perceived Strategies to Enhance the Use of Evidence-Based Practice

Welch

Hankemeier

Wyant

et al. 2014

Journal of Athletic Training

Self Cite

View full text Add to dashboard Cite

show abstract

“…Critically appraised papers (CAPs) are publications that detail critical appraisals of individual research studies (Welch, Yakuboff, & Madden, 2008). Critical appraisal is a process whereby the methodological quality of a study is critically examined, typically with the use of a checklist tool.…”

Section: How Does a Cat Differ From Other Types Of Critical Appraisalmentioning

confidence: 99%

“…Formulating a question that concisely captures all the elements of the scenario EBP ADVANCEMENT CORNER: COMMUNICATION MODALITY 29 can be more complex than initially thought and has been widely discussed (Kelly & Cronin, 2011a;Law, 2002;Schlosser, Koul, & Costello, 2007;Schlosser & O'Neil-Pirozzi, 2006;Welch et al, 2008). However, the impact of utilizing a poorly built question can be immense.…”

Section: A Well-built Clinical Questionmentioning

confidence: 99%

Letting the CAT out of the bag: Contribution of critically appraised topics to evidence-based practice

White

Raghavendra

McAllister

2017

Evidence-Based Communication Assessment and Intervention

View full text Add to dashboard Cite

Locating the best available research, critically appraising it and synthesizing the findings with evidence from practice and the wishes of the service user and/or their advocate(s) is central to providing high-quality services to people with communication impairments. Determining whether research evidence is high quality, recent, and relevant is a particular challenge for practitioners. Knowledge translation strategies such as providing critical appraisals of research and advice on how to apply the findings provide useful support to the decision-making process. There are a number of formats that provide critical appraisals of research, the most familiar being systematic reviews, critically appraised papers, and rapid reviews. A critically appraised topic (CAT) is one form of rapid review that can be particularly useful for informing practice in a rich and nuanced manner. We will discuss the features of CATs along with similarities and differences to systematic reviews, critically appraised papers, and other types of rapid reviews. Additionally, we will provide guidance on how to conduct a CAT, present the information, and use it to support high-quality communication assessment and intervention practice.

show abstract

Beyond the Basics: Providing Continuing Education Workshops for Preceptors; A Commentary

Nottingham

Cleary²,

Bennett³

2015

IJAHSP

View full text Add to dashboard Cite

Current Commission on Accreditation of Athletic Training Education (CAATE) standards allow education programs to determine the most appropriate format and content of preceptor workshops. Clinicians, including preceptors, have noted challenges trying to keep their knowledge updated with current standards of care and educational competencies. Clinicians and preceptors in our program and the literature have described challenges trying to keep knowledge current with changing standards of care, research evidence, and athletic training educational competencies. Preceptors also value applicable and easily accessible continuing education opportunities. In order to address these challenges and provide accessible continuing education opportunities for preceptors, the faculty in our professional education program have designed and implemented a series of preceptor workshops for the past two years. These workshops are offered approximately three times per year, and each workshop focuses on clinical teaching, clinical skills, or professional practice issues. We developed these workshops based on current literature, interests of our preceptors, and needs of our program in applicable, accessible formats. Much of the content is similar to academic course content, but the delivery is tailored to the experience levels of our practicing clinicians. Anecdotally, we have observed improved interactions between students and preceptors and more frequent implementation of updated standards of care by our preceptors. Preceptors positively rate these workshops and describe how they plan to change several aspects of their role as a preceptor as a result of attending the workshops. Considering clinicians face challenges keeping knowledge current and obtaining applicable continuing education opportunities, athletic training programs may consider providing continuing education opportunities to ensure that preceptors are able to provide a constructive learning environment. This article describes how providing these workshops directly to preceptors may allow athletic training education programs to tailor the content and delivery to clinician and program needs.

show abstract

Critically Appraised Papers and Topics Part 1: Use in Clinical Practice

Cited by 3 publications

References 7 publications

Future Directions of Evidence-Based Practice in Athletic Training: Perceived Strategies to Enhance the Use of Evidence-Based Practice

Future Directions of Evidence-Based Practice in Athletic Training: Perceived Strategies to Enhance the Use of Evidence-Based Practice

Letting the CAT out of the bag: Contribution of critically appraised topics to evidence-based practice

Beyond the Basics: Providing Continuing Education Workshops for Preceptors; A Commentary

Contact Info

Product

Resources

About