Evidence-based practice for individuals or groups: let's make a difference.

M De Groot,E A Van Hell,M B Nieweg,J M Van Der Wouden

doi:10.1007/s40037-013-0071-2

Abstract

The aim of applying science into practice is to deliver high-quality health care. Thinking about teaching the necessary accompanying skills, a distinction can be made between using evidence for individual patient care and using scientific knowledge for the development of protocols or guidelines for groups of patients or professionals. In this paper, these two ways of applying science into practice are being considered. We plea for explicating the differences between the individual patient and a group of patients or professionals when applying scientific knowledge in the decision-making process. The acknowledgment of these differences facilitates the teaching of the accompanying competences and different CanMEDS roles.

Highlights

Evidence-based practice (EBP) is essential in assuring quality of health care
EBP for a single patient is often the responsibility of a single caregiver, whereas EBP for groups is the responsibility of a team of health care providers [3]
If we really want to improve practice, all health care students need to be confronted with the use of science in every lecture and in every assignment

Summary

Introduction

Evidence-based practice (EBP) is essential in assuring quality of health care. The individual patient is an explicit part in the definition of EBP [1]. Thinking about teaching the necessary accompanying skills, a distinction can be made between using evidence for individual patient care and using scientific knowledge for the development of protocols or guidelines for groups of patients or professionals. We plea for explicating the differences between the individual patient and a group of patients or professionals when applying scientific knowledge in the decision-making process.

Results

Conclusion