Evidence-Based Practice in Psychology: An Ethical Framework for Graduate Education, Clinical Training, and Maintaining Professional Competence

Babione, Joseph M.

doi:10.1080/10508422.2010.521446

Cited by 29 publications

(28 citation statements)

References 26 publications

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“…Evidence-based practitioners base decisions about treatment on the critical appraisal of evidence from research and clinical practice, integrated with consideration of patient characteristics and values (Babione, 2010;Collins, Leffingwell, & Belar, 2007). The most challenging requirement of EBP can be keeping abreast of the best available evidence given the growing proliferation of research and increasing frequency of paradigm shifts (Lilienfeld, Ritschel, Lynn, Cautin, & Latzman, 2013).…”

mentioning

confidence: 99%

Using PeerWise to develop a contributing student pedagogy for postgraduate psychology

McKenzie

Roodenburg

2016

AJET

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The importance of the role of peer and self-assessment in developing formative and sustainable assessment practice in higher education is increasingly becoming evident. PeerWise is an online software tool that engages students in contributing to their own and others' learning by authoring, answering and providing feedback on multiple choice questions. Using a mixed methods approach, 20 students responded to discussion questions and an online survey about their perceptions of using PeerWise compared to online quizzes as part of the blended delivery of a postgraduate psychology unit. Students considered both authoring and answering questions in PeerWise to equally benefit their learning. Answering questions in PeerWise was perceived to be more helpful for learning than questions on a Moodle quiz. This advantage was evident across more complex cognitive skills, understanding, applying, evaluating and creating information, although only significant for facilitating understanding. PeerWise and online quizzes were seen to be equally helpful in facilitating recall. Despite the perceived benefits of PeerWise, students preferred quiz questions to be set by an expert if used as recognition of progress. Introducing PeerWise was effective in promoting engagement with peers; however, refinements to the model should focus on increasing student confidence in their own and peers' capabilities.

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confidence: 99%

Using PeerWise to develop a contributing student pedagogy for postgraduate psychology

McKenzie

Roodenburg

2016

AJET

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“…Similar to TR, EBP is geared to using current knowledge and best practices to inform improvement initiatives, processes, and outcomes. EBP mandates that practitioners use findings from the most rigorous, well-designed, and carried out research studies on assessments and treatments to inform their clinical practice (Babione, 2010;Melnyk, Fineout-Overholt, Stillwell, & Williamson, 2010). EBP involves aligning the merit of each aspect of research evidence with the individual participant's (e.g., patient) data, choices, and values.…”

Section: Evidence-based Practicementioning

confidence: 99%

Theory and Practice of Using Mixed Methods in Translational Research: A Cross-disciplinary Perspective

Ivankova¹,

Herbey²,

Roussel³

2018

IJMRA

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point to its methodological potential in supporting other forms of inquiry, such as translational research. Translational research (TR) is commonly defined as research aimed at moving knowledge and discovery obtained from the basic sciences to its application in clinical and community settings (Clinical and Translational Research Institute [CTRI], n.d.). More broadly, TR is viewed as "inquiry that breaks new ground by uniting a concern for fundamental principles with a concern for everyday problems and outcomes" (Mace & Critchfield, 2010, p. 296). Although TR has gained increased awareness after the National Institutes of Health (NIH) prioritized it in 2006 as a way to bridge the gap between research and practice, TR "is as old as science itself" (Mace & Critchfield, 2010, p. 296) and has been widely used across disciplines.

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“…Por definición, la PBE se basa en la utilización de la investigación científica en la toma de decisión es en un esfuerzo por producirlos mejores servicios posibles en la práctica clínica (APA, 2005;Babione, 2010;Daset y Cracco, 2013;Sánchez-Meca, Boruch, Petrosino, y Rosa-Alcázar, 2002). Por lo tanto, el enfoque de la PBE requiere de los profesionales nuevas habilidades como la capacidad para evaluar y jerarquizar la calidad de las investigaciones psicológicas (Beyth-Maron, Fidler, y Cumming, 2008;Frías-Navarro y Pascual-Llobell, 2003).…”

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Un estudio exploratorio sobre el nivel de conocimiento sobre el tamaño del efecto y meta-análisis en psicólogos profesionales españoles

Badenes‐Ribera¹,

Frías-Navarro²,

Campos³

2018

Ejihpe

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El enfoque de la Práctica Basada en la Evidencia se basa en la utilización de la investigación científica en la toma de decisiones profesionales en un esfuerzo por producir los mejores servicios posibles en la práctica clínica. El nivel de conocimiento sobre los estadísticos del tamaño del efecto y estudios de meta-análisis puede afectar a las decisiones de los profesionales y poner en riesgo la calidad de las intervenciones psicológicas. Este trabajo recoge los resultados de una encuesta on line sobre el grado de conocimiento de estos tópicos entre psicólogos profesionales españoles. La muestra estuvo formada por 77 participantes (68.8% mujeres y 31.2% hombres), con una edad media de 41.44 años (DT=9.42), y un rango de edad de 25-64 años. Los resultados sugieren que la mayoría de los psicólogos encuestados no tenían un conocimiento adecuado sobre los índices de tamaño del efecto, los estudios de meta-análisis, y los listados de comprobación de la calidad metodológica de los estudios. Por lo tanto, es necesario mejorar la educación estadística de los psicólogos, la cual podría contribuir también en la mejora de la práctica profesional.Palabras clave: Práctica Basada en la Evidencia, tamaño del efecto, meta-análisis, psicólogos profesionales, educación estadística. Effect size and meta-analysis in Spanish professional psychologists The Evidence-BasedPractice approach is based on the use of scientific research in decision-making in an effort to produce the best possible services in clinical practice. The knowledge level about effect size statistics and meta-analysis studies may affect the decision soft professionals and jeopardize the quality of psychological interventions. This paper presents the result so fan on-line survey on the degree of knowledge of these topics among Spanish practitioner psychologists. The sample consisted of 77 participants (68.8% women and 31.2% men), with a mean age of 41.44 years (SD=9.42), with age range of 25-64 years. The results suggest that most of the psychologists survey eddid not have adequate knowledge about effect size index, meta-analysis studies, or methodological quality checklists. It is therefore necessary to improve the statistical education of practitioner psychologists, which might also contribute to their provement of professional practice.

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Evidence-Based Practice in Psychology: An Ethical Framework for Graduate Education, Clinical Training, and Maintaining Professional Competence

Cited by 29 publications

References 26 publications

Using PeerWise to develop a contributing student pedagogy for postgraduate psychology

Using PeerWise to develop a contributing student pedagogy for postgraduate psychology

Theory and Practice of Using Mixed Methods in Translational Research: A Cross-disciplinary Perspective

Un estudio exploratorio sobre el nivel de conocimiento sobre el tamaño del efecto y meta-análisis en psicólogos profesionales españoles

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