Evaluation Of Evidence-based Practice Research Articles

A critical evaluation of evidence-based practice of physiotherapy in musculoskeletal medicine

Abstract Objective: To evaluate evidence-based practice (EBP) in musculoskeletal physiotherapy and to identify barriers that exists to its implementation. Materials and Methods: A personal selection of 44 relevant papers were used to undertake this assessment. Results: The literature questions whether the sole driver for EBP must be randomised controlled trials, or whether anecdotal evidence or pragmatic trials should contribute. Barriers to the implementation of EBP have been identified including clinicians' appraisal skills and the necessary organisational changes required. Conclusions: Despite EBP having a significant influence on health policy in the UK, practitioners face various challenges when introducing and sustaining appropriate changes to practice.

Editorial: Introduction to Special Section on Evidence-Based Practices for Persons With Intellectual and Developmental Disabilities

Editorial: Introduction to Special Section on Evidence-Based Practices for Persons With Intellectual and Developmental Disabilities

How Can We Improve School Safety Research?

The authors of this article consider how education researchers can improve school violence and school safety research by (a) examining gaps in theoretical, conceptual, and basic research on the phenomena of school violence; (b) reviewing key issues in the design and evaluation of evidence-based practices to prevent school violence; and (c) suggesting new directions for a translational science agenda that can inform policy and practice. The authors describe international empirical approaches that help match annual school safety monitoring data with specific evidence-based practices for each school site, school district, or region. The systemic exploration of successful large-scale applications of evidence-based programs at the district, regional, and state levels could inform theoretical paradigms, empirical databases, and practice.

A Functional Guide to the Evidence-Based Practice Movement in the Substance Abuse Treatment Field

As a matter of policy, public and private purchasers of substance abuse treatment services are requiring the use of evidence-based practices (EBPs) in mental health and substance abuse treatment programs. Social work practitioners and agency leaders should be familiar with EBPs specific to substance abuse treatment as they regularly serve individuals with substance use disorders. The goals of this article are to (a) provide a rationale for the movement toward EBPs in substance abuse treatment; (b) compare evidentiary standards for EBPs; (c) familiarize leaders of substance abuse treatment agencies with available resources on EBPs; (d) discuss the role of the single-state agency for substance abuse services (SSA) in creating a culture that supports the development, adoption, implementation and evaluation of EBPs; and (e) highlight the variables that influence the implementation of EBPs on an agency level.

Implementing and Evaluating School-Based Primary Prevention Programs and the Importance of Differential Effects on Outcomes

In 2004, Second Step (Committee for Children, 2002), a violence prevention program, was implemented in the Cleveland Heights-University Heights school district for 1,416 K through second grade students. Both process and outcome measures were used to evaluate program impact and examine issues related to the implementation and evaluation of evidence-based practices. Process measures indicated a high level of implementation fidelity, while pre/post outcome testing on a 20% random sample of students demonstrated significant reductions in reactive aggression scores, t= 2.221, df= 238, p< 0.05, and evidence of declines in proactive aggression. Authors discuss challenges and opportunities related to implementing and evaluating evidence-based programming in Safe Schools/Health Students sites, particularly regarding strategies for the assessment of differential intervention effects to evaluate program outcomes.

Instruments for Evaluating Education in Evidence-Based Practice

Evidence-based practice (EBP) is the integration of the best research evidence with patients' values and clinical circumstances in clinical decision making. Teaching of EBP should be evaluated and guided by evidence of its own effectiveness. To appraise, summarize, and describe currently available EBP teaching evaluation instruments. We searched the MEDLINE, EMBASE, CINAHL, HAPI, and ERIC databases; reference lists of retrieved articles; EBP Internet sites; and 8 education journals from 1980 through April 2006. For inclusion, studies had to report an instrument evaluating EBP, contain sufficient description to permit analysis, and present quantitative results of administering the instrument. Two raters independently abstracted information on the development, format, learner levels, evaluation domains, feasibility, reliability, and validity of the EBP evaluation instruments from each article. We defined 3 levels of instruments based on the type, extent, methods, and results of psychometric testing and suitability for different evaluation purposes. Of 347 articles identified, 115 were included, representing 104 unique instruments. The instruments were most commonly administered to medical students and postgraduate trainees and evaluated EBP skills. Among EBP skills, acquiring evidence and appraising evidence were most commonly evaluated, but newer instruments evaluated asking answerable questions and applying evidence to individual patients. Most behavior instruments measured the performance of EBP steps in practice but newer instruments documented the performance of evidence-based clinical maneuvers or patient-level outcomes. At least 1 type of validity evidence was demonstrated for 53% of instruments, but 3 or more types of validity evidence were established for only 10%. High-quality instruments were identified for evaluating the EBP competence of individual trainees, determining the effectiveness of EBP curricula, and assessing EBP behaviors with objective outcome measures. Instruments with reasonable validity are available for evaluating some domains of EBP and may be targeted to different evaluation needs. Further development and testing is required to evaluate EBP attitudes, behaviors, and more recently articulated EBP skills.

Bridging the Gap between Substance Abuse Practice and Research: The National Treatment Plan Initiative

The abuse of alcohol and other drugs leads to serious health problems, criminal activity, automobile crashes, and lost productivity in the workplace. As we advocate treatment for those who suffer from alcohol or drug addiction, we must advocate treatment that is proven effective for the drug and populace involved. However, due to background, cultural, and language differences between substance abuse researchers, treatment providers, and policy makers, empirically tested treatments are not being put into widespread practice. To bridge this gap, the Center for Substance Abuse Treatment sponsored the National Treatment Plan Initiative, a two-year effort to listen to multiple segments of the treatment field. This led to the formation of the Practice Improvement Collaborative (PIC) Program, whose purpose is to foster community-based partnerships that are committed to the identification, adoption, and evaluation of evidence-based practices that address locally defined needs. The PIC and the overall goals of the National Treatment Plan are discussed.

Day hospice care--a review of the literature.

This paper traces the development and evaluation of day care hospice provision through analysis of the available literature. The CD-ROM was utilized to access and review the Medline, CINAHL and Healthstar databases. In addition, a hand search of Progress in Palliative Care was conducted. The literature describes the provision of a service within a day hospice, and access to day hospice services. Issues regarding the provision of a day hospice as a mechanism to meet consumer needs are explored. The literature reveals little evaluation of evidence-based practice or of the cost-effectiveness of day hospice provision. There is a dearth of research relating to day care, evaluation studies in particular. It is clearly important that future research compares outcomes with other models of service provision.