Sacred Cow Gone to Pasture: A Systematic Evaluation and Integration of Evidence-Based Practice

2015 ◽  
Vol 12 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Kirsten Hanrahan ◽  
Michele Wagner ◽  
Grace Matthews ◽  
Stephanie Stewart ◽  
Cindy Dawson ◽  
...  
Keyword(s):  
Evidence Based Practice ◽  
Systematic Evaluation ◽  
Evidence Based

scholarly journals The Influence of the Accreditation Reports from the European Council on Chiropractic Education (ECCE) on Improvements/Changes to the Chiropractic Programmes that they Evaluate: An Audit study and Thematic Analysis

2020 ◽  
Author(s):  
Cynthia Peterson ◽  
Joyce Miller ◽  
B. Kim Humphreys ◽  
Ken Vall
Keyword(s):  
Thematic Analysis ◽  
Response Rate ◽  
Evidence Based Practice ◽  
Educational Programme ◽  
European Council ◽  
Systematic Evaluation ◽  
Evidence Based ◽  
Written Responses ◽  
Chiropractic Education ◽  
The Individual

Abstract Background: The European Council on Chiropractic Education (ECCE) has been in existence since 1981 and currently accredits 10 chiropractic programmes throughout Europe and South Africa. Although it has always been assumed that the ECCE evaluation events and subsequent reports have resulted in improvements and growth to the individual chiropractic programmes, no systematic evaluation as to whether this is true and the extent of any improvements has previously been done. Therefore, the purpose of this study was to collect data from the accredited programmes regarding the degree of changes made to the 10 sections of the ECCE Standards as well as which specific improvements were done.Methods: This was a mixed methods audit study using questionnaires which included 10 closed statements requesting the degree of change (substantial, some, none) to the 10 sections of the ECCE ‘Standards’ based on previous evaluation reports. The proportion of responses falling into the three categorical options for each question was analyzed using descriptive statistics. The second part of the survey collected written responses identifying the specific ‘substantial’ or ‘some’ changes made based on previous evaluation reports. The analysis of the written statements used a modified ‘thematic analysis’ approach. Three researchers independently evaluating all statements and identified ‘themes’ from the written responses. These researchers then met to discuss and agree final themes.Results: There was a 100% response rate. Seven programmes (i.e. 70%) reported ‘some’ or ‘substantial’ changes to 6 or more of the 10 sections of the ECCE Standards. The most common section of the Standards for programmes to report changes was ‘Educational Programme’ (8 of 10 programmes). ‘Educational Resources’ had the largest number of programmes reporting ‘substantial changes’ (4) and was the second most common section of the Standards to have reported changes. The main themes identified emphasized the improvements in ‘infrastructure, equipment and faculty’, ‘increasing the teaching and use of ‘evidence-based practice’, ‘instilling a research culture in faculty and students’.Conclusions: This study documents that ECCE accreditation reports are useful in facilitating improvements to the chiropractic programmes, particularly in the areas of improved infrastructure and faculty as well as research and evidence-based practice.

scholarly journals Chiropractic program changes facilitated by the European Council on Chiropractic Education Accreditation reports:

2021 ◽  
Author(s):  
Cynthia K. Peterson ◽  
Joyce Miller ◽  
B. Kim Humphreys ◽  
Ken Vall
Keyword(s):  
South Africa ◽  
Thematic Analysis ◽  
Educational Program ◽  
Evidence Based Practice ◽  
European Council ◽  
Systematic Evaluation ◽  
Evidence Based ◽  
Research Culture ◽  
Written Responses ◽  
Chiropractic Education

Objective The European Council on Chiropractic Education (ECCE) currently accredits 10 programs throughout Europe and South Africa. It is assumed that ECCE evaluation activities lead to changes to the chiropractic programs but no systematic evaluation as to whether this is true, and the extent of changes has previously been done. The purpose of this study was to obtain feedback from program heads as to whether ECCE evaluation reports facilitated changes/improvements to their programs and to identify their reported changes. Methods This was a mixed methods audit study using questionnaires with 2 sections. Closed statements requesting the degree of change to each section of the “Standards” based on ECCE evaluation reports (substantial, some, none) were analyzed using frequencies. Written responses identifying the specific changes made based on previous evaluation reports were evaluated independently by 3 researchers using a modified “thematic analysis” approach. Results All 10 accredited programs responded. Seven of the 10 programs (70%) reported “some” or “substantial” changes to ≥ 6 sections of the ECCE Standards. The most common section with reported changes was “Educational Program” (8 of 10). “Educational Resources” had the largest number of programs reporting “substantial changes” (4) and was the second most common section to have reported changes. The main themes identified emphasized changes in “infrastructure, equipment and faculty,” “increasing evidence-based practice,” and “instilling a research culture in faculty and students.” Conclusion ECCE accreditation processes facilitate changes to the chiropractic programs, particularly in the areas of improved infrastructure and faculty, research, and evidence-based practice.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

Training Methods With Clinicians and Students—A Personal Story and Change: Narrative Therapy for Stuttering

2008 ◽  
Vol 18 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Margaret Leahy
Keyword(s):  
Narrative Therapy ◽  
Evidence Based Practice ◽  
Theoretical Background ◽  
Evidence Based ◽  
Training Methods ◽  
Sense Of Control ◽  
Case Description ◽  
General Outline ◽  
Personal Story ◽  
Fluency Disorders

Abstract Educating students and informing clinicians regarding developments in therapy approaches and in evidence-based practice are important elements of the responsibility of specialist academic posts in universities. In this article, the development of narrative therapy and its theoretical background are outlined (preceded by a general outline of how the topic of fluency disorders is introduced to students at an Irish university). An example of implementing narrative therapy with a 12-year-old boy is presented. The brief case description demonstrates how narrative therapy facilitated this 12-year-old make sense of his dysfluency and his phonological disorder, leading to his improved understanding and management of the problems, fostering a sense of control that led ultimately to their resolution.

Evidence-Based Practice & Practice-Based Evidence Applied to Adult, Medical Speech-Language Pathology

2013 ◽  
Vol 18 (1) ◽  
pp. 14-26 ◽  
Author(s):  
Rik Lemoncello ◽  
Bryan Ness
Keyword(s):  
Evidence Based Practice ◽  
Single Case ◽  
Quality Data ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Clinical Practices ◽  
High Quality ◽  
Randomized Controlled Clinical Trials ◽  
Relative Paucity ◽  
Language Pathology

In this paper, we review concepts of evidence-based practice (EBP), and provide a discussion of the current limitations of EBP in terms of a relative paucity of efficacy evidence and the limitations of applying findings from randomized controlled clinical trials to individual clinical decisions. We will offer a complementary model of practice-based evidence (PBE) to encourage clinical scientists to design, implement, and evaluate our own clinical practices with high-quality evidence. We will describe two models for conducting PBE: the multiple baseline single-case experimental design and a clinical case study enhanced with generalization and control data probes. Gathering, analyzing, and sharing high-quality data can offer additional support through PBE to support EBP in speech-language pathology. It is our hope that these EBP and PBE strategies will empower clinical scientists to persevere in the quest for best practices.

Sign in / Sign up

Export Citation Format

Share Document