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Burke MD, Savard LB, Rubin AS, Littenberg B. Barriers and facilitators to use of a clinical evidence technology in the management of skin problems in primary care: insights from mixed methods. J Med Libr Assoc 2020; 108:428-439. [PMID: 32843874 PMCID: PMC7441913 DOI: 10.5195/jmla.2020.787] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Objective: Few studies have examined the impact of a single clinical evidence technology (CET) on provider practice or patient outcomes from the provider's perspective. A previous cluster-randomized controlled trial with patient-reported data tested the effectiveness of a CET (i.e., VisualDx) in improving skin problem outcomes but found no significant effect. The objectives of this follow-up study were to identify barriers and facilitators to the use of the CET from the perspective of primary care providers (PCPs) and to identify reasons why the CET did not affect outcomes in the trial. Methods: Using a convergent mixed methods design, the authors had PCPs complete a post-trial survey and participate in interviews about using the CET for managing patients' skin problems. Data from both methods were integrated. Results: PCPs found the CET somewhat easy to use but only occasionally useful. Less experienced PCPs used the CET more frequently. Data from interviews revealed barriers and facilitators at four steps of evidence-based practice: clinical question recognition, information acquisition, appraisal of relevance, and application with patients. Facilitators included uncertainty in dermatology, intention for use, convenience of access, diagnosis and treatment support, and patient communication. Barriers included confidence in dermatology, preference for other sources, interface difficulties, presence of irrelevant information, and lack of decision impact. Conclusion: PCPs found the CET useful for diagnosis, treatment support, and patient communication. However, the barriers of interface difficulties, irrelevant search results, and preferred use of other sources limited its positive impact on patient skin problem management.
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Affiliation(s)
- Marianne D Burke
- , Associate Professor of Libraries, Emerita, Dana Medical Library, University of Vermont, Burlington, VT
| | - Liliane B Savard
- , Associate Faculty, Rehabilitation and Movement Science, Clinical and Translational Science, University of Vermont, Burlington, VT
| | - Alan S Rubin
- , Associate Professor, Department of Medicine, University of Vermont, Burlington, VT
| | - Benjamin Littenberg
- , Professor of Medicine, General Internal Medicine Research, Larner College of Medicine, University of Vermont, University of Vermont Medical Center, Burlington, VT
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Ecoff L, Stichler JF, Davidson JE. Design, implementation and evaluation of a regional evidence-based practice institute. Appl Nurs Res 2020; 55:151300. [PMID: 32563672 DOI: 10.1016/j.apnr.2020.151300] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2019] [Revised: 05/08/2020] [Accepted: 05/09/2020] [Indexed: 11/27/2022]
Affiliation(s)
- Laurie Ecoff
- Terrence and Barbara Caster Institute for Nursing Excellence, Sharp HealthCare, 7930 Frost Suite, Suite 307, San Diego, CA 92123, United States of America.
| | - Jaynelle F Stichler
- Terrence and Barbara Caster Institute for Nursing Excellence, Sharp HealthCare, 7930 Frost Suite, Suite 307, San Diego, CA 92123, United States of America.
| | - Judy E Davidson
- Department of Psychiatry, School of Medicine, University of California San Diego, MCM1 9425 Health Sciences Drive, MC 7691, La Jolla, CA 92037, United States of America.
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Castellini G, Corbetta D, Cecchetto S, Gianola S. Twenty-five years after the introduction of Evidence-based Medicine: knowledge, use, attitudes and barriers among physiotherapists in Italy - a cross-sectional study. BMJ Open 2020; 10:e037133. [PMID: 32499274 PMCID: PMC7282414 DOI: 10.1136/bmjopen-2020-037133] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVES To explore the knowledge, use, attitudes towards Evidence-based Medicine, also known as Evidence-based Practice (EBP), and perceived barriers to its dissemination among physiotherapists. DESIGN Cross-sectional study. SETTING AND PARTICIPANTS Members of the Italian Association of Physiotherapists (n=2000) were invited to participate in an online survey about EBP knowledge and use. PRIMARY OUTCOME MEASURES The survey questionnaire comprised four sections: (1) respondent characteristics; (2) knowledge of EBP principles; (3) attitude, use and perceived effectiveness of EBP; (4) perceived barriers to implementing EBP in clinical practice. RESULTS Out of 2000 physiotherapists, 1289 participated in the survey (64.5% response rate). Overall, 90% perceived EBP as useful and necessary for their clinical practice. More than 85% stated that they were familiar with the principles of EBP, 75% reported that they were able to search online databases for relevant information and 60% reported that they were able to understand statistical analyses. However, 56% believed that patient preferences and 39% that clinical expertise are not part of the EBP model. Half stated that they understood and could explain the term 'meta-analysis' but only 17% knew what a forest plot is and just 20% correctly judged the finding of a given meta-analysis. Lack of time was reported as the main barrier to EBP. CONCLUSION The majority of Italian physiotherapists overrated their knowledge about EBP, demonstrating a gap between perceived and actual knowledge of EBP in this population.
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Affiliation(s)
- Greta Castellini
- Unit of Clinical Epidemiology, IRCCS Istituto Ortopedico Galeazzi, Milano, Italy
| | - Davide Corbetta
- Department of Rehabilitation and Functional Recovery, IRCCS San Raffaele Scientific Institute, Milan, Italy
- Physiotherapy Degree Course, Vita-Salute San Raffaele University, Milan, Italy
| | - Simone Cecchetto
- Azienda Provinciale per i Servizi Sanitari (APSS), Trento, Italy
- Physiotherapy Degree Course, University of Verona, Verona, Italy
| | - Silvia Gianola
- Unit of Clinical Epidemiology, IRCCS Istituto Ortopedico Galeazzi, Milano, Italy
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de Rooij D, Rebel R, Raab J, Hadjichristodoulou C, Belfroid E, Timen A. Development of a competency profile for professionals involved in infectious disease preparedness and response in the air transport public health sector. PLoS One 2020; 15:e0233360. [PMID: 32437384 PMCID: PMC7241746 DOI: 10.1371/journal.pone.0233360] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2020] [Accepted: 05/04/2020] [Indexed: 12/13/2022] Open
Abstract
BACKGROUND Recent infectious disease outbreaks highlight the importance of competent professionals with expertise on public health preparedness and response at airports. The availability of a competency profile for this workforce supports efficient education and training. Although competency profiles for infectious disease control professionals are available, none addresses the complex airport environment. Therefore, the main aim of this study is to develop a competency profile for professionals involved in infectious disease preparedness and response at airports in order to stimulate and direct further education and training. METHODS We developed the competency profile through the following steps: 1) extraction of competencies from relevant literature, 2) assessment of the profile in a national RAND modified Delphi study with an interdisciplinary expert group (n = 9) and 3) assessment of the profile in an international RAND modified Delphi study with an airport infectious disease management panel of ten European countries (n = 10). RESULTS We systematically studied two competency profiles on infectious disease control and three air transport guidelines on event management, and extracted 61 relevant competencies for airports. The two RAND modified Delphi procedures further refined the profile, mainly by specifying a competency's target group, the organizational level it should be present on, and the exact actions that should be mastered. The final profile, consisting of 59 competencies, covers the whole process from infectious disease preparedness, through the response phase and the recovery at airports. CONCLUSION We designed a profile to support training and exercising the multidisciplinary group of professionals in infectious disease management in the airport setting, and which is ready for use in practice. The many adaptations and adjustments that were needed to develop this profile out of existing profiles and air transport guidelines suggest that other setting-specific profiles in infectious disease control are desirable.
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Affiliation(s)
- Doret de Rooij
- Centre for Infectious Disease Control, National Institute for Public Health and the Environment, Bilthoven, The Netherlands
- Athena Institute, Free University, Amsterdam, The Netherlands
| | - Rebekka Rebel
- Centre for Infectious Disease Control, National Institute for Public Health and the Environment, Bilthoven, The Netherlands
- Athena Institute, Free University, Amsterdam, The Netherlands
| | - Jörg Raab
- Department of Organization Studies, School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands
| | | | - Evelien Belfroid
- Centre for Infectious Disease Control, National Institute for Public Health and the Environment, Bilthoven, The Netherlands
| | - Aura Timen
- Centre for Infectious Disease Control, National Institute for Public Health and the Environment, Bilthoven, The Netherlands
- Athena Institute, Free University, Amsterdam, The Netherlands
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Hinneburg J, Hecht L, Berger-Höger B, Buhse S, Lühnen J, Steckelberg A. Development and piloting of a blended learning training programme for physicians and medical students to enhance their competences in evidence-based decision-making. ZEITSCHRIFT FUR EVIDENZ FORTBILDUNG UND QUALITAET IM GESUNDHEITSWESEN 2020; 150-152:104-111. [PMID: 32439422 DOI: 10.1016/j.zefq.2020.02.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/19/2019] [Revised: 12/12/2019] [Accepted: 02/18/2020] [Indexed: 12/20/2022]
Abstract
INTRODUCTION In 2016, the German Network for Evidence-based Medicine revised its basic curriculum for competences in evidence-based medicine. A curriculum-based training programme for physicians and medical students to enhance their competences in evidence-based decision-making was developed. The training programme was planned on the basis of problem-based learning. The aim of this qualitative pilot study was to explore the feasibility and acceptability of the training programme. Hypotheses concerning its influence on critical health literacy and the attitude toward evidence-based decision-making were to be generated. METHODS Participating healthcare professionals received a structured training in a blended learning format. Data collection was conducted during the training sessions. The lessons were observed and protocolled and the working results were documented. Two focus group interviews were conducted after the training blocks with focus on acceptability and feasibility of the training programme. Interview transcripts and protocols were analysed using qualitative content analysis according to Mayring. Data saturation was intended by an iterative process of testing, analysing and revising the training programme. In addition, critical health literacy was assessed using the validated Critical Health Competence test. Levels of competence were calculated to measure the effect of the training on critical health competences. RESULTS Two pilot courses with 29 physicians and other healthcare professionals were conducted between January and March 2019. Overall, the training programme proved to be feasible. The participants rated the comprehensibility of the learning modules as high. However, the practical exercises (e.g. role plays in shared decision-making) revealed that relevant subjects were insufficiently understood (e.g. the difference between the benefits and harms of a diagnostic test and its test accuracy). The interactive instructional design was appreciated. The participants appraised the work tasks as comprehensible but also challenging and requested a theoretical introduction to statistical terms in preparation for work tasks. The programme was revised iteratively according to the results. Critical health competences increased significantly after the training. Mean values (±SD) of levels of competence were 571.21 (±82.87) before training and 671.90 (±51.38) after training (p<0.0001) (levels of competence with a range from 0 to 1,000). CONCLUSION The training programme is feasible and was well accepted by the participants. It should be established as a continuing medical education opportunity for practitioners. Evaluation in a randomised controlled trial is recommended. Furthermore, the training can easily be adapted for interprofessional training. A concept for long-term implementation is needed.
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Affiliation(s)
- Jana Hinneburg
- Institute for Health and Nursing Science, Medical Faculty, Martin Luther University Halle-Wittenberg, Halle (Saale), Germany.
| | - Lars Hecht
- School of Nursing Science, Faculty of Health, University of Witten/Herdecke, Witten/Herdecke, Germany.
| | - Birte Berger-Höger
- Institute for Health and Nursing Science, Medical Faculty, Martin Luther University Halle-Wittenberg, Halle (Saale), Germany
| | - Susanne Buhse
- Institute for Health and Nursing Science, Medical Faculty, Martin Luther University Halle-Wittenberg, Halle (Saale), Germany
| | - Julia Lühnen
- Institute for Health and Nursing Science, Medical Faculty, Martin Luther University Halle-Wittenberg, Halle (Saale), Germany
| | - Anke Steckelberg
- Institute for Health and Nursing Science, Medical Faculty, Martin Luther University Halle-Wittenberg, Halle (Saale), Germany
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156
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Speroni KG, McLaughlin MK, Friesen MA. Use of Evidence‐based Practice Models and Research Findings in Magnet‐Designated Hospitals Across the United States: National Survey Results. Worldviews Evid Based Nurs 2020; 17:98-107. [DOI: 10.1111/wvn.12428] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/16/2019] [Indexed: 11/30/2022]
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157
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Nunan D, Jackson R, Heneghan C. What next for education in evidence-based healthcare? A call for submissions. BMJ Evid Based Med 2020; 25:1-2. [PMID: 31727639 DOI: 10.1136/bmjebm-2019-111301] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/29/2019] [Indexed: 11/03/2022]
Affiliation(s)
- David Nunan
- Primary Care Health Sciences, University of Oxford, Oxford, UK
| | - Rod Jackson
- Epidemiology and Biostatistics, University of Auckland, Auckland, New Zealand
| | - Carl Heneghan
- Primary Care Health Sciences, University of Oxford, Oxford, UK
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158
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Albarqouni L, Glasziou P, Bakhit M, Del Mar C, Hoffmann TC. Development of a contemporary evidence-based practice workshop for health professionals with a focus on pre-appraised evidence and shared decision-making: a before-after pilot study. BMJ Evid Based Med 2020; 25:1-2. [PMID: 31471315 DOI: 10.1136/bmjebm-2019-111220] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/21/2019] [Indexed: 11/04/2022]
Abstract
Shared decision-making (SDM) has emerged as a key skill to assist clinicians in applying evidence-based practice (EBP). We aimed to develop and pilot a new approach to teaching EBP, which focuses on teaching knowledge and skills about SDM and pre-appraised evidence. We designed a half-day workshop, informed by an international consensus on EBP core competencies and invited practicing clinicians to participate. Skills in SDM and communicating evidence were assessed by audio-recording consultations between clinicians and standardised patients (immediately pre-workshop and post-workshop). These were rated by two independent assessors using the OPTION (Observing Patient Involvement, 0 to 100 points) and ACEPP (Assessing Communication about Evidence and Patient Preferences, 0 to 5 points) tools. Participants also completed a feedback questionnaire (9 Likert scale and four open-ended questions). Fourteen clinicians participated. Skills in SDM and communicating research evidence improved from pre-workshop to post-workshop (mean increase in OPTION score=5.5, 95% CI 1.0 to 9.9; increase in ACEPP score=0.5, 95% CI 0.02 to 1.06). Participant feedback was positive, with most indicating 'agree' or 'strongly agree' to the questions. A contemporary approach to teaching clinicians EBP, with a focus on SDM and pre-appraised evidence, was feasible, perceived as useful, and showed modest improvements in skills. Results should be interpreted cautiously because of the small study size and pre-post design.
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Affiliation(s)
- Loai Albarqouni
- The Institute for Evidence-Based Healthcare, Bond University Faculty of Health Sciences and Medicine, Gold Coast, Queensland, Australia
| | - Paul Glasziou
- The Institute for Evidence-Based Healthcare, Bond University Faculty of Health Sciences and Medicine, Gold Coast, Queensland, Australia
| | - Mina Bakhit
- The Institute for Evidence-Based Healthcare, Bond University Faculty of Health Sciences and Medicine, Gold Coast, Queensland, Australia
| | - Chris Del Mar
- The Institute for Evidence-Based Healthcare, Bond University Faculty of Health Sciences and Medicine, Gold Coast, Queensland, Australia
| | - Tammy C Hoffmann
- The Institute for Evidence-Based Healthcare, Bond University Faculty of Health Sciences and Medicine, Gold Coast, Queensland, Australia
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159
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Leufer T. Teaching Core EBP Skills to Postgraduate Nursing Students. Worldviews Evid Based Nurs 2020; 17:404-405. [PMID: 32212209 DOI: 10.1111/wvn.12431] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/01/2020] [Indexed: 11/27/2022]
Affiliation(s)
- Thérèse Leufer
- School of Nursing and Human Sciences, Dublin City University, Dublin, Ireland
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160
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Neuppmann Feres MF, Roscoe MG, Job SA, Mamani JB, Canto GDL, Flores-Mir C. Barriers involved in the application of evidence-based dentistry principles: A systematic review. J Am Dent Assoc 2020; 151:16-25.e16. [PMID: 31902396 DOI: 10.1016/j.adaj.2019.08.011] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2018] [Revised: 08/06/2019] [Accepted: 08/07/2019] [Indexed: 11/18/2022]
Abstract
BACKGROUND The authors' objective in this systematic review was to investigate the barriers involved in the application of evidence-based dentistry principles, as reported by dentists. The authors registered the protocol in the PROSPERO database. TYPES OF STUDIES REVIEWED Eligible studies included qualitative and quantitative approaches, constituting information about barriers, collected through interviews, questionnaires, or conversation sessions. The authors searched databases and reference lists of preselected studies. After the selection process, the authors evaluated the included studies for potential risk of bias and collected either qualitative or quantitative data. RESULTS After the selection process, the authors included 35 studies, of which 16 were reported in this article. The authors synthesized and classified the barriers in 4 categories: self-related, evidence-related, context-related, and patient-related barriers. Shortage of time and financial constraints were the barriers most frequently studied. However, the quantification of these barriers, as well as others, was not possible because of the variability of the results and methodological issues of the included studies. CONCLUSIONS AND PRACTICAL IMPLICATIONS The authors suggest the development of valid questionnaires and their use in representative samples to quantify the effects of specific barriers. The authors encourage practitioners to participate in educational programs focused on training in evidence-based dentistry abilities, in addition to seeking accessible and synthesized formats of reliable scientific knowledge.
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161
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Urrunaga-Pastor D, Alarcon-Ruiz CA, Heredia P, Huapaya-Huertas O, Toro-Huamanchumo CJ, Acevedo-Villar T, Arestegui-Sánchez LJ, Taype-Rondan A, Mayta-Tristán P. The scientific production of medical students in Lima, Peru. Heliyon 2020; 6:e03542. [PMID: 32215326 PMCID: PMC7090346 DOI: 10.1016/j.heliyon.2020.e03542] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Revised: 02/29/2020] [Accepted: 03/02/2020] [Indexed: 01/25/2023] Open
Abstract
BACKGROUND Research is an important undergraduate competence for physicians. However, few studies have assessed the scientific production of medical students in Latin-America. Thus, this study had the objective to assess the rate and characteristics of research publications by undergraduate medical students in 2016, in Lima, Peru. METHODS This cross-sectional study included all the students of the eight medical schools in Lima (Peru). The medical students included were collected from the registry of the National Medical Examination (taken during their last year of undergraduate studies) in 2016. To evaluate their research publications, systematic searches were performed in Google Scholar and PubMed during August 2018. RESULTS We studied data from 1241 medical students (54.2% females) from eight medical schools. 173 (13.9%) students published at least one paper, 102 (8.2%) published at least one original paper, and 30 (2.4%) published at least one original paper in PubMed-Indexed journals. We registered a total of 174 papers authored by medical students, of which 98 (56.3%) were published in Peruvian journals, 128 (73.6%) were published in Spanish, 90 (51.7%) had a medical student as the first author, and 43 (24.7%) had a medical student as the corresponding author. The percentage of students with at least one publication was very heterogeneous across the eight medical schools evaluated (63.6%, 21.4%, 16.8%, 15.1%, 8.2%, 2.0%, 1.9%, and 0.0%). CONCLUSION Among medical students in Lima, one out of seven had published at least one paper, one out of 12 had published at least one original paper, and one out of 40 had published at least one original paper in PubMed-Indexed journals. Scientific production was very heterogeneous across medical schools.
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Affiliation(s)
- Diego Urrunaga-Pastor
- Universidad San Ignacio de Loyola, Unidad de Investigación para la Generación y Síntesis de Evidencias en Salud, Lima, Peru
| | - Christoper A. Alarcon-Ruiz
- Universidad San Ignacio de Loyola, Unidad de Investigación para la Generación y Síntesis de Evidencias en Salud, Lima, Peru
| | - Paula Heredia
- Universidad Ricardo Palma, Facultad de Medicina Humana, Lima, Peru
| | | | - Carlos J. Toro-Huamanchumo
- Universidad San Ignacio de Loyola, Unidad de Investigación para la Generación y Síntesis de Evidencias en Salud, Lima, Peru
| | - Tania Acevedo-Villar
- Universidad San Luis Gonzaga de Ica, Sociedad Científica de Estudiantes de Medicina de Ica, Facultad de Medicina Humana, Ica, Peru
| | | | - Alvaro Taype-Rondan
- Universidad San Ignacio de Loyola, Unidad de Investigación para la Generación y Síntesis de Evidencias en Salud, Lima, Peru
| | - Percy Mayta-Tristán
- Universidad Científica del Sur, Dirección General de Investigación, Desarrollo e Innovación, Lima, Peru
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Pinson JA. Who? What? Where? A snapshot of Nuclear Medicine Research Presentations from recent ANZSNM conferences in Australia and New Zealand. ASIA OCEANIA JOURNAL OF NUCLEAR MEDICINE & BIOLOGY 2020; 8:123-131. [PMID: 32715000 PMCID: PMC7354245 DOI: 10.22038/aojnmb.2020.44525.1300] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 11/22/2019] [Revised: 02/13/2020] [Accepted: 02/28/2020] [Indexed: 11/06/2022]
Abstract
OBJECTIVES The aims of this study were to: 1) discover location (by city) of contributors to poster and oral presentations at recent ANZSNM conferences; 2) determine the nuclear medicine themes most commonly explored; 3) establish institutions producing the highest number of oral and poster abstracts and 4) determine publication rates of conference abstracts to full papers from recent ANZSNM conferences. METHODS Retrospective analysis of abstracts published in the Internal Medicine Journal Special Issues 2014-2019 identified 614 abstracts. Invited plenary speaker abstracts were excluded. Descriptive statistics were used in data analysis. Conference abstracts were analysed using the following criteria: poster or oral presentation, author/s, city location, hospital and subject matter. Themes defined by the ANZSNM conference committee for abstract submission were: cardiology, oncology, neurology, therapy, renal/urology, gastrointestinal, paediatrics, musculoskeletal, infection/inflammation, technology, physics, radiation safety, radiopharmacy/radiochemistry, education, or general. Retrospective analysis of 555 conference abstracts (excluding New Zealand and International, 59 abstracts) using Google Scholar, Pubmed and Google databases was undertaken. Abstract titles, key words, institutions and/or authors' names were used to find peer-reviewed papers. Identified papers were authenticated through either open access, publicly available author information or Monash University's library access. Published paper citations were also recorded (up to 1st July 2019). RESULTS Analysis of 614 abstracts 2014 - 2019 was performed. Over five years, the average number of poster abstracts was 67.8 and oral 55.0. Sydney submitted the highest number of poster abstracts, while Melbourne the highest number of oral abstracts. Most popular abstract theme was oncology for both poster and oral abstracts. Publications found had in excess of 1250 citations.One hundred and one publications from one hundred and seven conference presentations were identified, distributed across sixty journals. Conference presentation to full publication rate was 18.2%; excluding 2019 conference abstracts the rate was 21.5%. CONCLUSION Publishing research findings is a challenging process. A retrospective analysis of research presented at recent ANZSNM conferences by abstract content was undertaken, with conference presentation to full publication rate found to be at the lower end of reported literature findings.
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Affiliation(s)
- Jo-Anne Pinson
- Radiology Department, Monash Health, Clayton, Victoria, Australia; Radiology Department, Peninsula Health, Frankston, Victoria, Australia; Monash University, Clayton, Victoria, Australia; Department of Health and Human Services, Melbourne, Victoria, Australia
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163
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Ianno DJ, Mirowska-Allen K, Kunz SA, O’Brien R. Journal clubs in Australian medical schools: prevalence, application and educator opinion. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2020; 17:9. [PMID: 32106214 PMCID: PMC7365995 DOI: 10.3352/jeehp.2020.17.9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2020] [Accepted: 02/26/2020] [Indexed: 06/10/2023]
Abstract
PURPOSE Medically-focused journal clubs have been used as an educational tool for over 100 years with research indicating that they improve knowledge, reading behaviour, and critical appraisal skills. However, it is not known how widespread their use is among Australian medical schools, nor the opinions of medical education leaders as to their value. METHODS A nationwide cross-sectional study was performed on academic leaders from every Australian medical school. Individuals were asked to complete a survey detailing their attitudes towards journal clubs using single or multiple answer questions, Likert scales, and ranked data. They were asked whether students at their institutions were able to partake in journal clubs, and if so, details of their implementation. RESULTS At least one response was collected from 18 of 19 Australian medical schools. This represented 60 responses of a possible 147 (40.8%), the vast majority of whom were heads of clinical schools, 36 (60.0%). The prevalence of journal clubs among medical institutions was high, with 15 of 18 (83.3%) stating that they had a journal club. Of these 23 (65.7%) were metropolitan and 12 (34.3%) were rural institutions. Most were clinician-led, 18 (51.4%), run through specific hospital departments, 13 (37.1%), and most frequently occurred during clinical years, 23 (65.7%). The vast majority stated that the primary aim of the journal club was to develop critical appraisal skills, 20 (57.1%). CONCLUSION Journal clubs are a highly regarded educational tool in the armoury of medical school educators, with significant heterogeneity in their structure, geographic prevalence and intended purpose. Further studies into their efficacy in teaching evidence-based medicine is warranted in the medical student cohort.
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Affiliation(s)
| | - Kelly Mirowska-Allen
- Department of Obstetrics and Gynaecology, Mercy Hospital for Women, Melbourne, Australia
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Bell KJL, Macaskill P, Loy C. Test accuracy and potential sources of bias in diagnostic test evaluation. Med J Aust 2019; 212:10-13.e1. [DOI: 10.5694/mja2.50449] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Affiliation(s)
| | | | - Clement Loy
- University of Sydney Sydney NSW
- Westmead Clinical SchoolUniversity of Sydney Sydney NSW
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165
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Leung K, Trevena L, Roberts C, Waters D. Validation of the SYdney Shared and Evidence-based decision-Making test (SYStEM) among healthcare professionals. HEALTH PROFESSIONS EDUCATION 2019. [DOI: 10.1016/j.hpe.2019.05.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
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166
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Holmboe E. Competencies for improving diagnosis: an important developmental step forward. ACTA ACUST UNITED AC 2019; 6:311-313. [PMID: 31199762 DOI: 10.1515/dx-2019-0042] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Affiliation(s)
- Eric Holmboe
- Department of Research, Milestones Development and Evaluation, Accreditation Council for Graduate Medical Education, 401 North Michigan Avenue, Suite 2000, Chicago, IL 60611, USA
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167
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Wilbur K. Should scholar be the new interprofessional competency? CANADIAN MEDICAL EDUCATION JOURNAL 2019; 10:e105-e107. [PMID: 31814862 PMCID: PMC6892321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Affiliation(s)
- Kerry Wilbur
- University of British Columbia, British Columbia, Canada
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Song CE, Kim WG, Lim YJ. An analysis of evidence-based practice courses in Korean nursing education systems. Heliyon 2019; 5:e02650. [PMID: 31667434 PMCID: PMC6812239 DOI: 10.1016/j.heliyon.2019.e02650] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Revised: 10/03/2019] [Accepted: 10/09/2019] [Indexed: 12/01/2022] Open
Abstract
Objective This study aims to examine the current status of evidence-based practice (EBP) courses and EBP-related courses in Korean nursing education systems. Method Subject institutions were 159 institutions including 99 universities and 60 colleges with a bachelor's degree program accredited by the Korean Accreditation Board of Nursing Education. Two researchers independently collected data from the subject institutions based on the curricula published on the website of each university or college, and the collected datasets were cross-checked to ensure data accuracy. Results EBP courses were found in a small portion of institutions (13.2%). Research courses were offered in most institutions (98.7%), but they were usually provided to third- or fourth-year students. Conclusion Understanding the concept of EBP and knowledge of nursing research and statistics are both prerequisites to strengthening the EBP competence of nursing students. Therefore, it is imperative to equip them with the required knowledge prior to their clinical practicum.
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Affiliation(s)
- Chi Eun Song
- Department of Nursing, Nambu University, Gwangju, South Korea
| | - Weon Gyeong Kim
- Department of Nursing, Nambu University, Gwangju, South Korea
| | - You Jin Lim
- Department of Nursing, Gwangju Health University, Gwangju, South Korea
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169
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Manja V, Monteiro S, You J, Guyatt G, Lakshminrusimha S, Jack SM. Incorporating content related to value and cost-considerations in clinical decision-making: enhancements to medical education. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2019; 24:751-766. [PMID: 31144075 DOI: 10.1007/s10459-019-09896-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2018] [Accepted: 05/07/2019] [Indexed: 06/09/2023]
Abstract
Although incorporating cost-considerations during healthcare decision-making is increasingly important to American patients and physicians, content related to these constructs is not routinely included in medical education. As a result, physicians are ill-equipped to consider costs. This study sought input from practicing physicians on perceived deficiencies in current teaching and recommendations for necessary content to include in medical teaching. We conducted a qualitative descriptive study using semi-structured interviews utilizing a purposeful maximum variation sample of cardiologists and neonatologists practicing in diverse settings. We analyzed interviews using conventional content analysis. 18 cardiologists and 17 neonatologists participated in this study. Respondents perceived that current teaching does not impart sufficient knowledge of value and cost considerations to achieve patient-centered, high-value decision-making. They identified the following priority areas for education related to healthcare costs: the business of medicine and information about out-of-pocket patient costs, training in health research interpretation skills to critically appraise evidence, and communication skills to engage patients as partners in shared decision-making. Participants recommended a variety of teaching methods, including didactic sessions on core topics, role modeling and case studies. American physicians perceive learning needs related to the incorporation of costs into clinical decision-making that can inform curriculum development initiatives in this field. Physicians perceive knowledge of these topics and skills to be crucial to achieving patient-centered high-value care. Concomitant health system reforms supporting the needs of the patient at its center are essential to enable physicians to focus on a patient-centered approach to healthcare delivery.
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Affiliation(s)
- Veena Manja
- Department of Health Research Methods, Evidence and Impact, McMaster University, Hamilton, ON, Canada.
- Department of Surgery, University of California Davis, 2335 Stockton Blvd., Sacramento, CA, 95817, USA.
- Department of Medicine, Department of Veterans Affairs, Northern California Health Care System, Mather, CA, 95655, USA.
| | - Sandra Monteiro
- Department of Health Research Methods, Evidence and Impact, McMaster University, Hamilton, ON, Canada
| | - John You
- Department of Health Research Methods, Evidence and Impact, McMaster University, Hamilton, ON, Canada
| | - Gordon Guyatt
- Department of Health Research Methods, Evidence and Impact, McMaster University, Hamilton, ON, Canada
| | | | - Susan M Jack
- Department of Health Research Methods, Evidence and Impact, McMaster University, Hamilton, ON, Canada
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Maerlender A, Lichtenstein JD, Parent-Nichols J, Higgins K, Reisher P. Concussion competencies: a training model for school-based concussion management. Concussion 2019; 4:CNC61. [PMID: 31467685 PMCID: PMC6714066 DOI: 10.2217/cnc-2018-0008] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2018] [Accepted: 12/13/2018] [Indexed: 11/21/2022] Open
Abstract
This study reports on the use of ten knowledge competencies related to the behavioral management of concussion in schools. Trainings using these competencies as learning objectives were delivered to school personnel. This aims of the use of competencies in this way are to streamline the education of key stakeholders, to establish clear roles and responsibilities for constituents and equip individuals working with students following a concussion with the relevant knowledge to optimize outcomes. The majority of participants, primarily speech language pathologists working as related service providers in the schools where the trainings occurred, judged the use of the competencies to be informative and useful to their practice both immediately following the training and at a 5-month follow-up. The greatest gains in knowledge were noted by those participants self-reporting the least amount of knowledge pre-training. Participants also ranked the perceived value and relative importance of each of the ten competencies.
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Affiliation(s)
- Arthur Maerlender
- University of Nebraska, Center for Brain, Biology & Behavior C 86 East Stadium, Lincoln, NE 68588-0156, USA.,University of Nebraska, Center for Brain, Biology & Behavior C 86 East Stadium, Lincoln, NE 68588-0156, USA
| | - Jonathan D Lichtenstein
- Director, Pediatric Neuropsychological Services Dartmouth-Hitchcock Medical Center, Assistant Professor of Psychiatry, Geisel School of Medicine at Dartmouth HB 7750 Department of Psychiatry One Medical Center Drive Lebanon, NH 03756, USA.,Director, Pediatric Neuropsychological Services Dartmouth-Hitchcock Medical Center, Assistant Professor of Psychiatry, Geisel School of Medicine at Dartmouth HB 7750 Department of Psychiatry One Medical Center Drive Lebanon, NH 03756, USA
| | - Jennifer Parent-Nichols
- Assistant Professor Franklin Pierce University 670 North Commercial St. Manchester, NH 03101, USA.,Assistant Professor Franklin Pierce University 670 North Commercial St. Manchester, NH 03101, USA
| | - Kate Higgins
- University of Nebraska, Center for Brain, Biology & Behavior C 86 East Stadium, Lincoln, NE 68588-0156, USA.,University of Nebraska, Center for Brain, Biology & Behavior C 86 East Stadium, Lincoln, NE 68588-0156, USA
| | - Peggy Reisher
- Brain Injury Alliance of Nebraska PO Box 22147 Lincoln, NE 68542, USA.,Brain Injury Alliance of Nebraska PO Box 22147 Lincoln, NE 68542, USA
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Al-Shakarchi N, Obolensky L, Walpole S, Hemingway H, Banerjee A. Global health competencies in UK postgraduate medical training: a scoping review and curricular content analysis. BMJ Open 2019; 9:e027577. [PMID: 31446406 PMCID: PMC6720244 DOI: 10.1136/bmjopen-2018-027577] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/03/2022] Open
Abstract
OBJECTIVE To assess global health (GH) training in all postgraduate medical education in the UK. DESIGN Mixed methodology: scoping review and curricular content analysis using two GH competency frameworks. SETTING AND PARTICIPANTS A scoping review (until December 2017) was used to develop a framework of GH competencies for doctors. National postgraduate medical training curricula were analysed against this and a prior framework for GH competencies. The number of core competencies addressed and/or appearing in each programme was recorded. OUTCOMES The scoping review identified eight relevant publications. A 16-competency framework was developed and, with a prior 5-competency framework, used to analyse each of 71 postgraduate medical curricula. Curricula were examined by a team of researchers and relevant learning outcomes were coded as one of the 5 or 16 core competencies. The number of core competencies in each programme was recorded. RESULTS Using the 5-competency and 16-competency frameworks, 23 and 20, respectively, out of 71 programmes contained no global health competencies, most notably the Foundation Programme (equivalent to internship), a compulsory programme for UK medical graduates. Of a possible 16 competencies, the mean number across all 71 programmes was 1.73 (95% CI 1.42 to 2.04) and the highest number were in paediatrics and infectious diseases, each with five competencies. Of the 16 core competencies, global burden of disease and socioeconomic determinants of health were the two most cited with 47 and 35 citations, respectively. 8/16 competencies were not cited in any curriculum. CONCLUSIONS Equity of care and the challenges of practising in an increasingly globalised world necessitate GH competencies for all doctors. Across the whole of postgraduate training, the majority of UK doctors are receiving minimal or no training in GH. Our GH competency framework can be used to map and plan integration across postgraduate programmes.
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Affiliation(s)
| | - Lucy Obolensky
- Faculty of Medicine and Dentistry, Plymouth University Peninsula Medical School, Plymouth, UK
| | | | - Harry Hemingway
- Institute of Health Informatics, University College London, London, UK
- Health Data Research UK, London, UK
| | - Amitava Banerjee
- Institute of Health Informatics, University College London, London, UK
- Health Data Research UK, London, UK
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Larsen CM, Terkelsen AS, Carlsen AMF, Kristensen HK. Methods for teaching evidence-based practice: a scoping review. BMC MEDICAL EDUCATION 2019; 19:259. [PMID: 31296212 PMCID: PMC6624945 DOI: 10.1186/s12909-019-1681-0] [Citation(s) in RCA: 62] [Impact Index Per Article: 12.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2018] [Accepted: 06/23/2019] [Indexed: 05/26/2023]
Abstract
BACKGROUND This scoping review aims to gather and map inspiration, ideas and recommendations for teaching evidence-based practice across Professional Bachelor Degree healthcare programmes by mapping literature describing evidence-based practice teaching methods for undergraduate healthcare students including the steps suggested by the Sicily Statement. METHODS A computer-assisted literature search using PubMed, Cinahl, PsycINFO, and OpenGrey covering health, education and grey literature was performed. Literature published before 2010 was excluded. Students should be attending either a Professional Bachelor's degree or a Bachelor's degree programme. Full-text articles were screened by pairs of reviewers and data extracted regarding: study characteristics and key methods of teaching evidence-based practice. Study characteristics were described narratively. Thematic analysis identified key methods for teaching evidence-based practice, while full-text revisions identified the use of the Sicily Statement's five steps and context. RESULTS The database search identified 2220 records. One hundred ninety-two records were eligible for full-text assessment and 81 studies were included. Studies were conducted from 2010 to 2018. Approximately half of the studies were undertaken in the USA. Study designs were primarily qualitative and participants mainly nursing students. Seven key methods for teaching evidence-based practice were identified. Research courses and workshops, Collaboration with clinical practice and IT technology were the key methods most frequently identified. Journal clubs and Embedded librarians were referred to the least. The majority of the methods included 2-4 of the Sicily Statement's five steps, while few methods referred to all five steps. CONCLUSIONS This scoping review has provided an extensive overview of literature describing methods for teaching EBP regarding undergraduate healthcare students. The two key methods Research courses and workshops and Collaboration with clinical practice are advantageous methods for teaching undergraduate healthcare students evidence-based practice; incorporating many of the Sicily Statement's five steps. Unlike the Research courses and workshop methods, the last step of evaluation is carried out partly or entirely in a clinical context. Journal clubs and Embedded librarians should be further investigated as methods to reinforce existing methods of teaching. Future research should focus on methods for teaching EBP that incorporate as many of the five steps of teaching and conducting EBP as possible.
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Affiliation(s)
- Camilla Marie Larsen
- Health Sciences Research Centre, UCL University College, Niels Bohrs Allé 1, 5230 Odense M, Denmark
- Department of Physiotherapy, UCL University College, Niels Bohrs Allé 1, 5230 Odense M, Denmark
- Research Unit for Musculoskeletal Function and Physiotherapy, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230 Odense M, Denmark
| | - Anne Seneca Terkelsen
- Health Sciences Research Centre, UCL University College, Niels Bohrs Allé 1, 5230 Odense M, Denmark
| | - Anne-Marie Fiala Carlsen
- Research Service, UCL Library, UCL University College, Niels Bohrs Allé 1, 5230 Odense M, Denmark
| | - Hanne Kaae Kristensen
- Health Sciences Research Centre, UCL University College, Niels Bohrs Allé 1, 5230 Odense M, Denmark
- Department of Clinical Research, University of Southern Denmark, Winsløwparken 19, 5000 Odense, Denmark
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Braun T, Ehrenbrusthoff K, Bahns C, Happe L, Kopkow C. Cross-cultural adaptation, internal consistency, test-retest reliability and feasibility of the German version of the evidence-based practice inventory. BMC Health Serv Res 2019; 19:455. [PMID: 31277662 PMCID: PMC6612094 DOI: 10.1186/s12913-019-4273-0] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2018] [Accepted: 06/17/2019] [Indexed: 11/24/2022] Open
Abstract
Background A psychometrically robust measurement instrument is prerequisite to tailor and monitor interventions aiming to improve evidence-based practice (EBP). The recently developed “Evidence-based Practice Inventory” (EBPI) questionnaire (five dimensions) provides a sound inventory for a comprehensive assessment of adherence to EBP, and identification of barriers and facilitators for EBP. The aims of this study were to establish a German language version of the EBPI and to examine the instrument’s reliability in a diverse sample of healthcare professionals. Methods The English version of the EBPI was translated, adopted and subsequently test-retest reliability of the German language EBPI was examined in a nationwide online survey. Participants working in Germany were invited to complete the questionnaire twice. For each EBPI dimension, internal consistency reliability (Cronbach’s alpha) and the relative test-retest reliability (intraclass correlation coefficient, ICC) were calculated. The standard error of measurement, limits of agreement and minimal detectable change values were estimated to quantify measurement error. Results A German language version of the EBPI was established. In the online survey, the EBPI was initially completed by 889 healthcare professionals. At follow-up, 344 individuals (39%) completed the questionnaire (74% female; mean work experience: 13.6 years). The ICCs for the five dimensions varied between 0.78 and 0.86. The standard error of measurement varied between 6.5 and 8.8% of the respective dimension scale range, and the limits of agreement between 24 and 37%. For internal consistency reliability, alpha varied between 0.64 and 0.90. There were neither floor nor ceiling effects, nor any other relevant feasibility issues. Conclusions The German language EBPI can be used to assess EBP adherence of healthcare professionals in clinical practice, and to identify barriers and facilitators for an EBP conform behaviour. Results on test-retest reliability indicate that the EBPI produces reliable scores when used for group comparisons, but the questionnaire seems insufficiently reliable for individual measurements over time. Methods of item response theory or Rasch measurement theory should be used for further evaluation and revision of the EBPI, informed by the results of this study. Trial registration German Clinical Trials Register (DRKS00013792). Registered 19 January 2018. Electronic supplementary material The online version of this article (10.1186/s12913-019-4273-0) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Tobias Braun
- Department of Applied Health Sciences, Division of Physiotherapy, Hochschule für Gesundheit (University of Applied Sciences), Gesundheitscampus 6-8, 44801, Bochum, Germany.
| | - Katja Ehrenbrusthoff
- Department of Applied Health Sciences, Division of Physiotherapy, Hochschule für Gesundheit (University of Applied Sciences), Gesundheitscampus 6-8, 44801, Bochum, Germany
| | - Carolin Bahns
- Department of Applied Health Sciences, Division of Physiotherapy, Hochschule für Gesundheit (University of Applied Sciences), Gesundheitscampus 6-8, 44801, Bochum, Germany
| | - Lisa Happe
- Department of Applied Health Sciences, Division of Physiotherapy, Hochschule für Gesundheit (University of Applied Sciences), Gesundheitscampus 6-8, 44801, Bochum, Germany
| | - Christian Kopkow
- Department of Applied Health Sciences, Division of Physiotherapy, Hochschule für Gesundheit (University of Applied Sciences), Gesundheitscampus 6-8, 44801, Bochum, Germany.,Department Therapy Science I, Brandenburg Technical University Cottbus - Senftenberg, Universitätsplatz 1, 01968, Senftenberg, Germany
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McNett M, Tucker S, Melnyk BM. Implementation Science: A Critical Strategy Necessary to Advance and Sustain Evidence‐Based Practice. Worldviews Evid Based Nurs 2019; 16:174-175. [DOI: 10.1111/wvn.12368] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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176
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Speckman RA. Summary Measures and Measures of Effect: Summarizing and Comparing Outcomes in Rehabilitation Research. Part 1: Overview. PM R 2019; 11:888-894. [PMID: 31140753 DOI: 10.1002/pmrj.12195] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2019] [Accepted: 05/22/2019] [Indexed: 11/08/2022]
Affiliation(s)
- Rebecca A Speckman
- Division of Rehabilitation Services, VA Salt Lake City Healthcare System, 500 Foothill Drive, Salt Lake City, UT, 84148.,Division of Physical Medicine and Rehabilitation, University of Utah, Salt Lake City, UT
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Mickan S, Hilder J, Wenke R, Thomas R. The impact of a small-group educational intervention for allied health professionals to enhance evidence-based practice: mixed methods evaluation. BMC MEDICAL EDUCATION 2019; 19:131. [PMID: 31060553 PMCID: PMC6503357 DOI: 10.1186/s12909-019-1567-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2018] [Accepted: 04/22/2019] [Indexed: 05/23/2023]
Abstract
BACKGROUND Healthcare professionals are recommended to use evidence-based practice (EBP) principles to update and improve clinical practice. Well-designed educational initiatives, together with practice and feedback opportunities can improve individuals' EBP knowledge, skills and attitudes. METHODS A concurrent mixed methods assessment was designed to evaluate the effectiveness and feasibility of four monthly workshops on allied health professionals' knowledge, skills, self-efficacy and behaviour. In between workshops, professionals were encouraged to practice and integrate EBP learnings with colleagues in their workplace. Participants completed three pre and post intervention assessments: Evidence-based Practice Confidence Scale; adapted Fresno test; and an adapted EBP Implementation Scale. A purpose designed satisfaction questionnaire was completed immediately after the educational intervention and follow up focus groups were conducted after 3 months. Mean change in assessment data was quantitatively assessed and comments from the clinician satisfaction questionnaire and focus groups were thematically analysed and interpreted together with quantitative data using the Classification Rubric for EBP Assessment tools in Education (CREATE). RESULTS Sixteen allied health professionals participated in the EBP workshops and completed all baseline and post intervention assessments. Seven clinicians participated in follow up focus groups. All clinicians reported a positive reaction to the learning experience, preferring short monthly workshops to a full day session. They self-reported improvements in self-efficacy (mean change 15 p < 0.001) and implementing EBP behaviours (mean change 7, p < 0.001) from pre- to post-intervention. Although the positive change in EBP knowledge measured by the adapted Fresno test was not statistically significant (mean change 10, p = 0.21), clinicians described examples of improved knowledge and skills across all five key steps of EBP during the focus groups. A further, post hoc analysis of individual questions in the two self-reported scales indicated consistent improvement across key EBP knowledge and skills. CONCLUSIONS A tailored small group EBP education intervention can enhance AHPs' self-efficacy to develop answerable questions, search the literature, critically appraise, apply and evaluate research evidence. Through practicing these behaviours and sharing new learning with their peers, allied health professionals can enhance their capability and motivation to use research evidence to potentially improve clinical practice.
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Affiliation(s)
- Sharon Mickan
- Allied Health Clinical Governance, Education and Research, Gold Coast Health, Executive Office Level 4, Block A, 1 Hospital Boulevard Southport, Gold Coast, QLD 4215 Australia
- School of Allied Health Sciences, Griffith University, Gold Coast, QLD Australia
| | - Joanne Hilder
- Allied Health Clinical Governance, Education and Research, Gold Coast Health, Executive Office Level 4, Block A, 1 Hospital Boulevard Southport, Gold Coast, QLD 4215 Australia
| | - Rachel Wenke
- Allied Health Clinical Governance, Education and Research, Gold Coast Health, Executive Office Level 4, Block A, 1 Hospital Boulevard Southport, Gold Coast, QLD 4215 Australia
- School of Allied Health Sciences, Griffith University, Gold Coast, QLD Australia
| | - Rae Thomas
- Centre for Research in Evidence-Based Practice, Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD Australia
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Asking Structured, Answerable Clinical Questions Using the Population, Intervention/Comparator, Outcome (PICO) Framework. PM R 2019; 11:548-553. [DOI: 10.1002/pmrj.12116] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2019] [Revised: 01/23/2019] [Accepted: 01/30/2019] [Indexed: 11/07/2022]
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180
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Glotfelty-Scheuering OA. Leveraging the Librarian in a Nurse Residency Program. Med Ref Serv Q 2019; 38:113-130. [PMID: 31173568 DOI: 10.1080/02763869.2019.1588043] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2018] [Revised: 02/20/2019] [Accepted: 02/20/2019] [Indexed: 06/09/2023]
Abstract
Hospitals are increasingly implementing Nurse Residency Programs (NRPs), but medical librarians are often left out of their institution's respective programs. Librarians possess a unique, knowledge-based skill set that is a natural fit for the content and goals of a NRP and should be more frequently considered and used by such programs. This article identifies and explores several roles for librarians in NRPs and discusses the impact and results of including librarians.
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181
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Glasziou P, Chalmers I. Authors' reply to Sharp and Curlewis, Ahmed and colleagues, and Sreeharan. BMJ 2019; 364:l808. [PMID: 30850382 DOI: 10.1136/bmj.l808] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Affiliation(s)
- Paul Glasziou
- Centre for Research in Evidence Based Practice, Bond University, Gold Coast, QLD 4229, Australia
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Albarqouni L, Hoffmann T, McLean K, Price K, Glasziou P. Role of professional networks on social media in addressing clinical questions at general practice: a cross-sectional study of general practitioners in Australia and New Zealand. BMC FAMILY PRACTICE 2019; 20:43. [PMID: 30841866 PMCID: PMC6404315 DOI: 10.1186/s12875-019-0931-x] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/14/2018] [Accepted: 02/27/2019] [Indexed: 11/10/2022]
Abstract
Background Clinicians frequently have questions about patient care. However, for more than half of the generated questions, answers are never pursued, and if they are, often not answered satisfactorily. We aimed to characterise the clinical questions asked and answers provided by general practitioners (GP) through posts to a popular professional social media network. Methods In this cross-sectional study, we analysed clinical questions and answers posted between January 20th and February 10th 2018 on a popular GP-restricted (Australia, New Zealand) Facebook group. Each clinical question was categorised according to ‘background’ or ‘foreground’ question; type (e.g. treatment, diagnosis); and the clinical topic (e.g. cardiovascular). Each answer provided in response to included questions was categorised into: (i) short answer (e.g. agree/disagree); (ii) provided an explanation to justify the answer; and (iii) referred to a published relevant evidence resource. Results Of 1060 new posts during the study period, 204 (19%) included a clinical question. GPs most commonly asked about treatment (n = 87; 43%) and diagnosis (n = 59; 29%). Five major topics (23% skin, 10% psychology, 9% cardiovascular, 8% female genital, and 7% musculoskeletal) accounted for 118 (58%) questions. Each question received on average 10 (SD = 9) answers: 42% were short; 51% provided an explanation; and only 6% referred to relevant research evidence. Only 3 answers referred to systematic reviews. Conclusions In this sample of Australian and New Zealand GPs, who were members of a GP social media group, GPs asked clinical questions that can be organised into a limited number of question types and topics. This might help guide the development of GP learning programs.
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Affiliation(s)
- Loai Albarqouni
- Centre for Research in Evidence Based Practice, Bond University, 14 University Dr, Robina, QLD, 4229, Australia.
| | - Tammy Hoffmann
- Centre for Research in Evidence Based Practice, Bond University, 14 University Dr, Robina, QLD, 4229, Australia
| | - Katrina McLean
- Faculty of Health Science and Medicine, Bond University, 14 University Dr, Robina, QLD, 4229, Australia
| | - Karen Price
- School of Primary Health Care, Monash University, Melbourne, Australia
| | - Paul Glasziou
- Centre for Research in Evidence Based Practice, Bond University, 14 University Dr, Robina, QLD, 4229, Australia
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Chalmers I, Atkinson P, Badenoch D, Glasziou P, Austvoll-Dahlgren A, Oxman A, Clarke M. The James Lind Initiative: books, websites and databases to promote critical thinking about treatment claims, 2003 to 2018. RESEARCH INVOLVEMENT AND ENGAGEMENT 2019; 5:6. [PMID: 30766728 PMCID: PMC6360692 DOI: 10.1186/s40900-019-0138-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/29/2018] [Accepted: 01/15/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND The James Lind Initiative (JLI) was a work programme inaugurated by Iain Chalmers and Patricia Atkinson to press for better research for better health care. It ran between 2003 and 2018, when Iain Chalmers retired. During the 15 years of its existence, the JLI developed three strands of work in collaboration with the authors of this paper, and with others. WORK THEMES The first work strand involved developing a process for use by patients, carers and clinicians to identify shared priorities for research - the James Lind Alliance. The second strand was a series of articles, meetings, prizes and other developments to raise awareness of the massive amounts of avoidable waste in research, and of ways of reducing it. The third strand involved using a variety of approaches to promote better public and professional understanding of the importance of research in clinical practice and public health. JLI work on the first two themes has been addressed in previously published reports. This paper summarises JLI involvement during the 15 years of its existence in giving talks, convening workshops, writing books, and creating websites and databases to promote critical thinking about treatment claims. CONCLUSION During its 15-year life, the James Lind Initiative worked collaboratively with others to create free teaching and learning resources to help children and adults learn how to recognise untrustworthy claims about the effects of treatments. These resources have been translated in more than twenty languages, but much more could be done to support their uptake and wider use.
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Affiliation(s)
| | | | - Douglas Badenoch
- Minervation Ltd, The Wheelhouse, First Floor, Angel Court, 81 St Clements Street Oxford, England, OX4 1AW UK
| | - Paul Glasziou
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD 4229 Australia
| | - Astrid Austvoll-Dahlgren
- Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Gullhaugveien 1-3, 0484 Oslo, Norway
| | - Andy Oxman
- Centre for Informed Health Choices, Norwegian Institute of Public Health, Box 4404, Nydalen, N-0403 Oslo, PO Norway
| | - Mike Clarke
- Centre for Public Health, Institute of Clinical Sciences, Block B, Queens University Belfast, Royal Hospitals, Grosvenor Road, Belfast, BT12 6BJ UK
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Abstract
The motivation for teaching evidence-based practice is that, through the use of high-quality clinically relevant evidence, clinicians will make rationale decision that optimally improve patient health outcomes. Achieving that goal requires clinicians who are able to answer patient care-relevant clinical questions efficiently, which means that they must be able rapidly to retrieve, assess, and apply evidence of direct relevance to their patients. Educational programs designed to accomplish this vary in their effectiveness. This article reviews the evidence on educational approaches that may be beneficial when developing educational programs for both dental students and practicing dentists.
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Affiliation(s)
- Robert J Weyant
- University of Pittsburgh School of Dental Medicine, 3501 Terrace Street, Pittsburgh, PA 15213, USA.
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185
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Beckett CD, Melnyk BM. Evidence‐Based Practice Competencies and the New
EBP
‐C Credential: Keys to Achieving the Quadruple Aim in Health Care. Worldviews Evid Based Nurs 2018; 15:412-413. [DOI: 10.1111/wvn.12335] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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186
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Oxman AD, Chalmers I, Austvoll-Dahlgren A. Key Concepts for assessing claims about treatment effects and making well-informed treatment choices. F1000Res 2018; 7:1784. [PMID: 30631443 PMCID: PMC6290969 DOI: 10.12688/f1000research.16771.1] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/30/2018] [Indexed: 11/20/2022] Open
Abstract
Background: The Informed Health Choices (IHC) Key Concepts are standards for judgement, or principles for evaluating the trustworthiness of treatment claims and treatment comparisons (evidence) used to support claims, and for making treatment choices. The list of concepts provides a framework, or starting point, for teachers, journalists and other intermediaries for identifying and developing resources (such as longer explanations, examples, games and interactive applications) to help people to understand and apply the concepts. The first version of the list was published in 2015 and has been updated yearly since then. We report here the changes that have been made from when the list was first published up to the current (2018) version. Methods: We developed the IHC Key Concepts by searching the literature and checklists written for the public, journalists, and health professionals; and by considering concepts related to assessing the certainty of evidence about the effects of treatments. We have revised the Key Concepts yearly, based on feedback and suggestions; and learning from using the IHC Key Concepts, other relevant frameworks, and adaptation of the IHC Key Concepts to other types of interventions besides treatments. Results: We have made many changes since the Key Concepts were first published in 2015. There are now 44 Key Concepts compared to the original 32; the concepts have been reorganised from six to three groups; we have added higher-level concepts in each of those groups; we have added short titles; and we have made changes to many of the concepts. Conclusions: We will continue to revise the IHC Key Concepts in response to feedback. Although we and others have found them helpful since they were first published, we anticipate that there are still ways in which they can be further improved. We welcome suggestions for how to do this.
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Affiliation(s)
- Andrew David Oxman
- Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway
- University of Oslo, Oslo, Norway
| | - Iain Chalmers
- Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway
- James Lind Initiative, Oxford, UK
| | - Astrid Austvoll-Dahlgren
- Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway
- Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway
| | - Informed Health Choices group
- Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway
- University of Oslo, Oslo, Norway
- James Lind Initiative, Oxford, UK
- Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway
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187
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Oxman AD, Chalmers I, Austvoll-Dahlgren A. Key Concepts for assessing claims about treatment effects and making well-informed treatment choices. F1000Res 2018; 7:1784. [PMID: 30631443 DOI: 10.5281/zenodo.661193] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/21/2019] [Indexed: 05/25/2023] Open
Abstract
Background: The Informed Health Choices (IHC) Key Concepts are standards for judgement, or principles for evaluating the trustworthiness of treatment claims and treatment comparisons (evidence) used to support claims, and for making treatment choices. The list of concepts provides a framework, or starting point, for teachers, journalists and other intermediaries for identifying and developing resources (such as longer explanations, examples, games and interactive applications) to help people to understand and apply the concepts. The first version of the list was published in 2015 and has been updated yearly since then. We report here the changes that have been made from when the list was first published up to the current (2018) version. Methods: We developed the IHC Key Concepts by searching the literature and checklists written for the public, journalists, and health professionals; and by considering concepts related to assessing the certainty of evidence about the effects of treatments. We have revised the Key Concepts yearly, based on feedback and suggestions; and learning from using the IHC Key Concepts, other relevant frameworks, and adaptation of the IHC Key Concepts to other types of interventions besides treatments. Results: We have made many changes since the Key Concepts were first published in 2015. There are now 44 Key Concepts compared to the original 32; the concepts have been reorganised from six to three groups; we have added higher-level concepts in each of those groups; we have added short titles; and we have made changes to many of the concepts. Conclusions: The IHC Key Concepts have proven useful in designing learning resources, evaluating them, and organising them. We will continue to revise the IHC Key Concepts in response to feedback. We welcome suggestions for how to do this.
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Affiliation(s)
- Andrew David Oxman
- Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway
- University of Oslo, Oslo, Norway
| | - Iain Chalmers
- Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway
- James Lind Initiative, Oxford, UK
| | - Astrid Austvoll-Dahlgren
- Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway
- Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway
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188
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Oxman AD, Chalmers I, Austvoll-Dahlgren A. Key Concepts for assessing claims about treatment effects and making well-informed treatment choices. F1000Res 2018; 7:1784. [PMID: 30631443 PMCID: PMC6290969 DOI: 10.12688/f1000research.16771.2] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/21/2019] [Indexed: 01/25/2023] Open
Abstract
Background: The Informed Health Choices (IHC) Key Concepts are standards for judgement, or principles for evaluating the trustworthiness of treatment claims and treatment comparisons (evidence) used to support claims, and for making treatment choices. The list of concepts provides a framework, or starting point, for teachers, journalists and other intermediaries for identifying and developing resources (such as longer explanations, examples, games and interactive applications) to help people to understand and apply the concepts. The first version of the list was published in 2015 and has been updated yearly since then. We report here the changes that have been made from when the list was first published up to the current (2018) version. Methods: We developed the IHC Key Concepts by searching the literature and checklists written for the public, journalists, and health professionals; and by considering concepts related to assessing the certainty of evidence about the effects of treatments. We have revised the Key Concepts yearly, based on feedback and suggestions; and learning from using the IHC Key Concepts, other relevant frameworks, and adaptation of the IHC Key Concepts to other types of interventions besides treatments. Results: We have made many changes since the Key Concepts were first published in 2015. There are now 44 Key Concepts compared to the original 32; the concepts have been reorganised from six to three groups; we have added higher-level concepts in each of those groups; we have added short titles; and we have made changes to many of the concepts. Conclusions: The IHC Key Concepts have proven useful in designing learning resources, evaluating them, and organising them. We will continue to revise the IHC Key Concepts in response to feedback. We welcome suggestions for how to do this.
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Affiliation(s)
- Andrew David Oxman
- Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway
- University of Oslo, Oslo, Norway
| | - Iain Chalmers
- Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway
- James Lind Initiative, Oxford, UK
| | - Astrid Austvoll-Dahlgren
- Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway
- Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway
| | - Informed Health Choices group
- Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway
- University of Oslo, Oslo, Norway
- James Lind Initiative, Oxford, UK
- Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway
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189
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Albarqouni L, Hoffmann T, Glasziou P. Evidence-based practice educational intervention studies: a systematic review of what is taught and how it is measured. BMC MEDICAL EDUCATION 2018; 18:177. [PMID: 30068343 PMCID: PMC6090869 DOI: 10.1186/s12909-018-1284-1] [Citation(s) in RCA: 65] [Impact Index Per Article: 10.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2017] [Accepted: 07/19/2018] [Indexed: 05/21/2023]
Abstract
BACKGROUND Despite the established interest in evidence-based practice (EBP) as a core competence for clinicians, evidence for how best to teach and evaluate EBP remains weak. We sought to systematically assess coverage of the five EBP steps, review the outcome domains measured, and assess the properties of the instruments used in studies evaluating EBP educational interventions. METHODS We conducted a systematic review of controlled studies (i.e. studies with a separate control group) which had investigated the effect of EBP educational interventions. We used citation analysis technique and tracked the forward and backward citations of the index articles (i.e. the systematic reviews and primary studies included in an overview of the effect of EBP teaching) using Web of Science until May 2017. We extracted information on intervention content (grouped into the five EBP steps), and the outcome domains assessed. We also searched the literature for published reliability and validity data of the EBP instruments used. RESULTS Of 1831 records identified, 302 full-text articles were screened, and 85 included. Of these, 46 (54%) studies were randomised trials, 51 (60%) included postgraduate level participants, and 63 (75%) taught medical professionals. EBP Step 3 (critical appraisal) was the most frequently taught step (63 studies; 74%). Only 10 (12%) of the studies taught content which addressed all five EBP steps. Of the 85 studies, 52 (61%) evaluated EBP skills, 39 (46%) knowledge, 35 (41%) attitudes, 19 (22%) behaviours, 15 (18%) self-efficacy, and 7 (8%) measured reactions to EBP teaching delivery. Of the 24 instruments used in the included studies, 6 were high-quality (achieved ≥3 types of established validity evidence) and these were used in 14 (29%) of the 52 studies that measured EBP skills; 14 (41%) of the 39 studies that measured EBP knowledge; and 8 (26%) of the 35 studies that measured EBP attitude. CONCLUSIONS Most EBP educational interventions which have been evaluated in controlled studies focus on teaching only some of the EBP steps (predominantly critically appraisal of evidence) and did not use high-quality instruments to measure outcomes. Educational packages and instruments which address all EBP steps are needed to improve EBP teaching.
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Affiliation(s)
- Loai Albarqouni
- Centre for Research in Evidence Based Practice (CREBP), Faculty of Health Science and Medicine, Bond University, Gold Coast, Australia
| | - Tammy Hoffmann
- Centre for Research in Evidence Based Practice (CREBP), Faculty of Health Science and Medicine, Bond University, Gold Coast, Australia
| | - Paul Glasziou
- Centre for Research in Evidence Based Practice (CREBP), Faculty of Health Science and Medicine, Bond University, Gold Coast, Australia
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190
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Nandiwada DR, Kormos W. Interprofessional Evidence-Based Practice Competencies: Equalizing the Playing Field. JAMA Netw Open 2018; 1:e180282. [PMID: 30646075 DOI: 10.1001/jamanetworkopen.2018.0282] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Affiliation(s)
- Deepa Rani Nandiwada
- Penn Center for Primary Care, University of Pennsylvania Perelman School of Medicine, Philadelphia
| | - William Kormos
- John D. Stoeckel Center for Primary Care Innovation, Massachusetts General Hospital, Boston
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