Evidence-based Education Research Articles

Improving Antibiotic Overuse in Primary Care: A Multimodal Quality Improvement Project.

Antibiotic overuse has increased over time related to provider knowledge gaps about best practices, provider perception of patient expectations on receiving an antibiotic, possible pressure to see patients in a timely fashion, and concerns about decreased patient satisfaction when an antibiotic is not prescribed. The Centers for Disease Control and Prevention estimates that up to 30% of antibiotics are inappropriately prescribed in the outpatient setting. This quality improvement project consisted of a multimodal approach to decrease inappropriate antibiotic prescribing for viral upper respiratory infections (URIs) by using provider education, passive patient education, and clinical decision support tools based on Centers for Disease Control and Prevention recommendations and the Be Antibiotic Aware tool. Following implementation, there was an 11% decrease in viral URI antibiotic prescribing, from a rate of 29.33% to 18.33% following the multimodal implementation. The use of evidence-based education and treatment guidelines was found to decrease inappropriate antibiotic prescribing for patients diagnosed with viral URIs.

Heart and Lung Dysfunction Prevention Through Rehabilitation and Physical Therapy Education: A Comprehensive Overview

Cardiovascular and respiratory diseases are among the leading causes of morbidity and mortality worldwide. Physical therapists (PTs) have a unique opportunity to prevent and manage these conditions by providing patient education on cardiopulmonary health. This white paper discusses the essential role of patient education in reducing the risk and impact of heart and lung dysfunction and highlights the toolkit that PTs possess to deliver effective and evidence-based education. It also provides practical strategies and examples for PTs to educate individuals on topics such as exercise, smoking cessation, nutrition, stress management, and self-monitoring. By empowering patients with knowledge and skills, PTs can help them achieve optimal cardiopulmonary health and quality of life.

Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting

PurposeThere is a sparsity of research that considers how to overcome implementation challenges for interventions in special school settings where specialist teaching methods are involved. Successful implementation has often relied on considerable researcher involvement, making them inaccessible and not sustainable for the majority of special schools. The purpose of this study was to implementa train-the-trainer approach to train teaching staff to use the Teaching Early Numeracy to Children with Developmental Disabilities (TEN-DD) programme in a large special school in the UK, thereby significantly reducing researcher involvement in its implementation.Design/methodology/approachOne staff member was trained to become the school lead for TEN-DD and trained other teaching staff in the school on implementation. This study recruited 13 students aged between 12 and 16 years of age with developmental disabilities to receive TEN-DD. Pre- and post-intervention tests on a standardised numeracy measure were conducted.FindingsA train-the-trainer model was developed and successfully delivered to train teaching staff in TEN-DD. A standardised outcome measure indicated that ten students made improvements to their numeracy skills after teachers trained using this approach delivered TEN-DD for between 3 and 10 months.Originality/valueVery little research has been carried out to better understand methods for overcoming implementation challenges for delivering evidence-based teaching programmes at scale to students with developmental disabilities who attend special schools. To the best of the authors’ knowledge, this study reports the results of the first evaluation of using a train-the-trainer model for the delivery of a numeracy intervention (TEN-DD), whereby there was no involvement of researchers in implementation beyond the initial training of the school lead. This model of training for interventions may be more sustainable for special schools and help improve the uptake of evidence-based interventions.

Policy learning from evidence during polycrises: a case of EU environmental policy

Despite their increasing frequency and magnitude, research on how polycrises influence policymaking has been remarkably scarce. In this article, we approach this issue from an evidence-based policy learning perspective. We explore how the polycrisis involving the progressive intersections between the climate change crisis, the COVID-19 pandemic, and the energy crisis influenced evidence-based policy learning underlying the European Union’s climate policymaking. Our findings show that at the initial phases of the polycrisis, interdisciplinary scientific evidence was employed to depoliticize the climate change crisis and facilitate a paradigmatic policy shift. Yet, as relatively faster burning crises overlapped, such evidence played an increasingly substantiating role for previously established institutional choices, and then its role further diminished as more crises overlapped. These findings offer a more robust theoretical understanding of evidence-based policy learning and its contribution to policy change within polycrises. This also draws practitioners’ attention to the need for actively re-aligning evidence-based policy learning practices as political conditions evolve during polycrises.

A randomized controlled trial comparison of PTEBL and traditional teaching methods in “Stop the Bleed” training

BackgroundThe Stop the Bleed (STB) training program was launched by the White House to minimize hemorrhagic deaths. Few studies focused on the STB were reported outside the United States. This study aimed to evaluate the effectiveness of a problem-, team- and evidence-based learning (PTEBL) approach to teaching, compared to traditional teaching methods currently employed in STB courses in China.MethodsThis study was a parallel group, unmasked, randomised controlled trial. We included third-year medical students of a five-year training program from the Xiangya School of Medicine, Central South University who voluntarily participated in the trial. One hundred fifty-three medical students were randomized (1:1) into the PTEBL group (n = 77) or traditional group (n = 76). Every group was led by a single instructor. The instructor in the PTEBL group has experienced in educational reform. However, the instructor in the traditional group follows a traditional teaching mode. The teaching courses for both student groups had the same duration of four hours. Questionnaires were conducted to assess teaching quality before and after the course. The trial was registered in the Central South University (No. 2021JY188).ResultsIn the PTEBL group, students reported mastery in three fundamental STB skills—Direct Finger Compression (61/77, 79.2%), Packing (72/77, 93.8%), and Tourniquet Placement (71/77, 92.2%) respectively, while 76.3% (58/76), 89.5% (68/76), and 88.2% (67/76) of students in the traditional group (P > 0.05 for each pairwise comparison). 96.1% (74/77) of students in the PTEBL group felt prepared to help in an emergency, while 90.8% (69/76) of students in the traditional group (P > 0.05). 94.8% (73/77) of students reported improved teamwork skills after the PTEBL course, in contrast with 81.6% (62/76) of students in the traditional course (P = 0.011). Furthermore, a positive correlation was observed between improved clinical thinking skills and improved teamwork skills (R = 0.82, 95% CI: 0.74–0.88; P < 0.001).ConclusionsCompared with the traditional teaching method, the PTEBL method was superior in teaching teamwork skills, and has equally effectively taught hemostasis techniques in the emergency setting. The PTEBL method can be introduced to the STB training in China.

Scientific integrity in biomedical research is a global problem

Science contributes to globalization by creating new knowledge and technologies that can be shared and applied across different regions and cultures. The Regional Cooperation for Health, Science and Technology (RECOOP HST) Association combines the scientific output of partner organizations at the local and regional levels and uses it at the global level to prevent and eliminate major public health problems. Since research integrity (RI) varies among participating research organizations from the U.S.A. to Ukraine, RECOOP HST recognizes that high-quality research and outcomes, as measured by published papers, require a common understanding of scientific integrity and bioethics. During the last 15 years, RECOOP HST has organized workshops to educate scientists about the most devastating forms of research dishonesty: fabrication, falsification or plagiarism, which destroy trust and respect among scientists. Different types of research misconduct require different methods of detection and investigation. Now, with the rapid development of artificial intelligence (AI), various plagiarism-checking software has appeared. However, detecting fabrication and falsification is not so easy. In addition, AI should not be used to replace human reviewers, as there is currently insufficient evidence to support AI application in peer review. Two main approaches that RECOOP HST has taken to prevent misconduct and promote RI are evidence-based education and mentoring of students. Mentoring should take the form of informal discussions with students about responsible conduct of research and serving as a role model. Key strategies for promoting integrity include the development of institutional policies and the monitoring of activities with appropriate auditing of data. Keywords: fabrication, falsification, plagiarism, scientific and research integrity

A Mixed-Methods Evaluation of a Project ECHO Program for the Evidence-Based Management of Sickle Cell Disease.

Sickle cell disease (SCD) is a group of chronic, genetic disorders of the red blood cells with significant gaps in access to evidence-based clinical care. Sickle Treatment and Outcomes Research in the Midwest (STORM), a provider network, utilized Project ECHO (Extension for Community Health Outcomes), a telementoring model, to deliver evidence-based education about SCD management. The purpose of this mixed-methods study is to evaluate the utility of Project ECHO as an educational strategy for healthcare providers treating children and adults with SCD. Annual evaluations were administered to STORM TeleECHO participants from 2016 to 2021. Survey data showed a statistically significant change in self-reported provider confidence in the ability to provide care for adult patients with SCD; identify suitable candidates for disease-modifying therapies; and confidence to prescribe disease-modifying therapies. Participants who attended at least 10 sessions were invited to participate in a semi-structured interview. Qualitative data were analyzed using thematic analysis and several themes emerged about the benefits, including (1) increased confidence, (2) integrated best-practice care, (3) connection to provider network and access to experts, (4) high-quality educational presentations and (5) opportunities for collaboration and a sense of community. This suggests that Project ECHO is accessible and leads to increased confidence in providers caring for individuals with SCD. Overall, participant knowledge gains successfully demonstrated the utility of Project ECHO as an educational resource for providers.

There and Back Again: A Forty-Year Perspective on Physician Nutrition Education

Medical education faces an urgent need for evidence-based physician nutrition education. Since the publication of the 1985 National Academies report “Nutrition Education in the United States Medical Schools,” little has changed. Although several key efforts sought to increase nutrition content in undergraduate medical education over the past 40 y, most medical schools still fail to include the recommended minimum of 25 h of nutrition training. Without foundational concepts of nutrition in undergraduate medical education, graduate medical education unsurprisingly falls short of meeting patient needs for nutritional guidance in clinical practice. Meanwhile, diet-sensitive chronic diseases continue to escalate, although largely preventable and treatable by nutritional therapies and dietary lifestyle changes. Fortunately, recent recognition and adoption of Food is Medicine programs across the country increasingly connect patients with healthy food resources and nutrition education as core to their medical care, and physicians must be equipped to lead these efforts alongside their dietitian colleagues. Filling the gap in nutrition training will require an innovative and interprofessional approach that pairs nutrition with personal wellness, interprofessional practice, and community service learning. The intersectional benefits of connecting these domains will help prepare future physicians to address the social, behavioral, and lifestyle determinants of health in a way that recognizes nourishing food access as a core part of clinical practice. There are numerous strategies to integrate nutrition into education pathways, including didactic and experiential learning. Culinary medicine, an evidence-based field combining the culinary arts with nutritional science and medicine, is 1 promising educational framework with a hands-on, interprofessional approach that emphasizes community engagement. Advancing the critical need for widespread adoption of nutrition education for physicians will require support and engagement across societal stakeholders, including co-leadership from registered dietitian nutritionists, health system and payor reform, and opportunities for clinical innovation that bring this essential field to frontline patient care.

‘To have a plan’: teachers’ perceptions of working with a literacy instruction combining phonics and comprehension applications for students with intellectual disability and communication difficulties

Purpose Students with intellectual disabilities (ID) typically have difficulties with literacy learning, often not acquiring basic literacy skills. Research and practical experience indicate that when these students are provided with evidence-based instruction, including comprehension as well as phonemic strategies, literacy may develop. Methods In this study, four pairs of teachers were interviewed regarding their perceptions of a 12-week digital literacy intervention that focused on both phonics and comprehension strategies. The intervention aimed to enhance literacy and communication development in students aged 7–21, who had mild to severe ID. Results and conclusion Four themes were identified in the analysis. It was seen that the teachers found it valuable to have access to two apps accessing and facilitating the use of different literacy strategies in meeting the needs of individual students. This digital format was also perceived as positive, contributing to creating a supportive and systematic learning environment that enhanced and increased literacy learning. The teachers recurringly also talked about the positive influence of participating in research, lifting the strong focus, and positive attention as very important for both teachers and students.

Understanding Vaccine Hesitancy Dynamics: Insights from Northern Mindanao, Philippines

Background &amp; Aim: Amidst the ongoing COVID-19 pandemic, vaccine hesitancy persists, especially within specific demographics. This study delved into vaccine hesitancy among Northern Mindanao, Philippines, residents aged 20 to 64, aiming to understand factors shaping vaccination decisions. Employing the Health Belief Model, the research sought to dispel misconceptions and bolster vaccine uptake through evidence-based public health education and improved communication strategies. By examining socio-demographic variables like age, gender, education, religion, and vaccination status, the study informed targeted interventions for enhancing vaccine acceptance and bolstering community health outcomes. Methods: This study employed a quantitative, descriptive-correlational design and analyzed vaccine hesitancy factors among Northern Mindanao, Philippines residents aged 20 to 64. Stratified sampling ensured representative inclusion across age groups, with a sample size of 372 respondents. Statistical analyses, including F-tests and ANOVA, assessed hesitancy differences, while stringent adherence to data privacy regulations safeguarded participant confidentiality. Results: Among respondents, those aged 51 to 69 exhibited the highest vaccine hesitancy levels, particularly regarding uncertainty and knowledge about COVID-19 vaccines. However, no significant relationship was found between hesitancy levels and age or gender. Conversely, significant disparities in hesitancy were observed concerning educational attainment, religion, and vaccination status. Conclusion: While age, gender, education, and religion are associated with varying levels of COVID-19 vaccine hesitancy, none singularly determine hesitancy. Enhanced education and knowledge about vaccines correlate with decreased hesitancy, emphasizing the necessity of targeted education initiatives. However, significant hesitancy disparities based on vaccination status underscore the ongoing challenge of addressing hesitancy despite reassurances about vaccine safety. Recommendation: Implementing tailored educational programs that address specific concerns related to demographic factors is recommended as a crucial strategy for reducing COVID-19 vaccine hesitancy

Use of Social Media and Free Open Access Medicine (FOAM) for Continuing Education in Emergency Nursing: A Scoping Review

Objective: Emergency nurses are responsible for ensuring that they have up-to-date knowledge and skills to deal with any situation that may present in clinical practice. As an emerging trend for learners to obtain and discuss evidence-based medical education, social media, Free Open Access Medical education (FOAM) and Free Open Access Nursing education (FOAN) could be used for continuing education in emergency nursing. This scoping review aims to discover what is known about social media and FOAM in continuous emergency nursing education. Methods: This scoping review was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses – Extension for Scoping Reviews (PRISMA-ScR). The review searched three databases (Medline, CINAHL, and Web of Science) for any paper that discussed social media or FOAM in the context of continuing education in either general or emergency nursing published in any year. Of the 346 records screened, 12 studies were reviewed for their description of social media for continuing education use and any reported challenges or outcomes. Results: The current state of literature is limited in describing the use of social media with continuing education specifically in emergency nursing. Rather than as a primary educational intervention, social media has been used to enhance other educational strategies or as in-the-moment forms of learning. Studies that utilized social media showed favorability to its use, but there were often challenges to the methodology of these studies. Despite papers describing the elements of FOAM, papers within the nursing literature did not use this term. Conclusion: Although the literature on social media in emergency and general nursing literature is growing, it is superficial and broad. More studies are needed to see the overall effects of social media in continuing education in emergency nursing. Keywords: continuing education, emergency nursing, nursing education, social media.

Exploring the Role of Chatbots in Tackling COVID-19 Vaccine Hesitancy among Pregnant and Breastfeeding Women in Rural Northern India

Rapid and widespread vaccination played a major role in stemming the flow of Covid-19 spread. In India, the government enabled free and accessible vaccination for Covid-19. Although the general public responded positively, pregnant and breastfeeding women in rural areas hesitated about COVID-19 vaccination, leading to low vaccine uptake. In this work, we started with a formative study to understand pregnant and breastfeeding women's vaccine hesitancy. We found that the main barriers were poor knowledge about vaccines and limited agency around vaccination. We deployed a chatbot over WhatsApp to tackle their hesitancy through evidence-based vaccine education. We studied the chatbot engagement of 800+ participants over 23 days through chat logs, surveys, and interviews. We present participants' experiences and aspirations around chatbots. We found the chatbot to work well under a constrained network to build participants' vaccine-related knowledge and intentions. We further discuss the role of chatbots in healthcare beyond COVID-19 vaccination.

Albumin: a comprehensive review and practical guideline for clinical use.

Nowadays, it is largely accepted that albumin should not be used in hypoalbuminemia or for nutritional purpose. The most discussed indication of albumin at present is the resuscitation in shock states, especially distributive shocks such as septic shock. The main evidence-based indication is also liver disease. In this review, we provided updated evidence-based instruction for definite and potential indications of albumin administration in clinical practice, with appropriate dosing and duration. Data collection was carried out until November 2023 by search of electronic databases including PubMed, Google Scholar, Scopus, and Web of Science. GRADE system has been used to determine the quality of evidence and strength of recommendations for each albumin indication. A total of 165 relevant studies were included in this review. Fluid replacement in plasmapheresis and liver diseases, including hepatorenal syndrome, spontaneous bacterial peritonitis, and large-volume paracentesis, have a moderate to high quality of evidence and a strong recommendation for administering albumin. Moreover, albumin is used as a second-line and adjunctive to crystalloids for fluid resuscitation in hypovolemic shock, sepsis and septic shock, severe burns, toxic epidermal necrolysis, intradialytic hypotension, ovarian hyperstimulation syndrome, major surgery, non-traumatic brain injury, extracorporeal membrane oxygenation, acute respiratory distress syndrome, and severe and refractory edema with hypoalbuminemia has a low to moderate quality of evidence and weak recommendation to use. Also, in modest volume paracentesis, severe hyponatremia in cirrhosis has a low to moderate quality of evidence and a weak recommendation. Albumin administration is most indicated in management of cirrhosis complications. Fluid resuscitation or treatment of severe and refractory edema, especially in patients with hypoalbuminemia and not responding to other treatments, is another rational use for albumin. Implementation of evidence-based guidelines in hospitals can be an effective measure to reduce inappropriate uses of albumin.

Evidence-based education to mitigate osteoporosis through diet and exercise

By teaching bone loss mitigation strategies through diet and exercise to community-dwelling older adults, nurses can help prevent fractures and hospitalizations.

More frequent utilization of evidence-based teaching practices leads to increasingly positive student outcomes

IntroductionEvidence-based teaching (EBT) practices benefit students, yet our understanding of how frequently these strategies should be utilized in STEM courses is less established.MethodsIn this study, students (n = 894) of faculty who learned about how to implement EBTs from the Summer Institutes for Scientific Teaching were surveyed. The students rated the frequency of implementation of six types of EBTs after the course and completed a follow-up survey one year later to examine long-term outcomes.ResultsClass and student-level analyses indicated that students who reported being exposed to EBTs every couple of classes also reported that they learned more and had a higher ability to work in groups when compared to students who were exposed to EBTs less frequently.DiscussionThe results will help instructors and faculty development professionals understand how frequently EBTs should be incorporated when designing and modifying courses.

Application of PRI-E–a combined learning method in oral and maxillofacial oncology education

The traditional lecture-based learning (LBL) method is facing great challenges due to its low efficiency and single proceeding form. We designed a PRI-E learning mode that combined and modified problem-based, case-based, and evidence-based learning with a step-by-step approach. We evaluated the practical learning outcomes of using the PRI-E mode by comparing it with traditional lecture-based learning in oral and maxillofacial oncology education. “PRI-E” consists of the first letters of the English words Passion, Research, Innovation, and Education, and it means “the best Education”. This prospective randomized controlled trial included 40 participants. We evenly divided the participants into the PRI-E (n = 20) and LBL group (n = 20) based on the entrance test scores. The same staff group designed and then taught the learning content with different group measures. The evaluation included the final test scores and questionnaire assessments. Without affecting the examination results, the PRI-E teaching method was more satisfactory and popular with participants in terms of ability development and classroom participation. Enacting the PRI-E teaching method required more time, but this did not affect its popularity among the participants. Compared with the LBL learning mode, the PRI-E learning mode was more organized and efficient in oral and maxillofacial oncology education without affecting academic performance. This model has a high degree of satisfaction, which is conducive to training students' comprehensive ability.

Exploring the dietary practices and perceptions of African immigrants in Illinois- a qualitative study of immigrants from Nigeria and Congo

ABSTRACT Objective Previous studies suggest an increased prevalence of diet-related chronic diseases among African immigrants with increased length of stay in the U.S. The objective of the current study is to understand the dietary practices and perceptions of recent African immigrant families. Design Focus group sessions were conducted with Nigerian and Congolese immigrant parents residing in Illinois. Participants were recruited using convenience sampling methods and focus group sessions were conducted via videoconference. Participants discussed dietary practices, meal preparation, and family mealtimes for their families. They also discussed experiences with eating different kinds of foods since arrival in the U.S. Verbatim transcription of focus group sessions were completed and deductive thematic analysis of transcribed data was conducted using NVivo (QSR International Pty Ltd. [2020] NVivo [version 12]). Results Twenty African immigrant parents (Mean age: 42 years, Female: 95%) residing in Northern and Central Illinois participated in a total of five focus group sessions. Seven themes were derived from the analysis. Participants had a positive attitude toward healthy diet and had a high level of interest in receiving educational resources to make healthier food choices. Participants preferred and mostly consumed foods they were familiar with before migration. A majority of the participants perceived ‘American foods’ as unhealthy, characterizing them as containing a high amount of sugar and salt. Parents reported that their school-aged children often preferred a western diet over traditional African meals. Conclusion This study helps to understand unique diet-related practices and perceptions of recent Nigerian and Congolese African immigrants in Illinois. Findings could help to inform cultural adaptation of evidence-based nutrition education programs for these groups of African immigrants.

Scoping user needs for an online nutrition education resource for older adults

As the global population continues to age, strategies that promote health and wellbeing among older adults are urgently required. This demographic faces an increasing burden of chronic diseases linked to inflammation(1), often associated with diets that are energy dense and nutrient poor(2). Importantly, the impact of these conditions can be minimised by adopting an anti-inflammatory dietary pattern, such as the Mediterranean diet(3). While there are numerous predictors of behaviour and an individual’s capacity for behaviour change, nutrition knowledge is a fundamental influencer of eating behaviours(4). However, knowledge of anti-inflammatory diets generally and the Mediterranean diet specifically is lacking among older adults(5), highlighting the need for effective educational programs targeting this group. Digital health technologies have the potential to provide cost-effective and accessible nutrition education, however, few technologies have been developed to meet older adults unique needs and preferences. To address this gap, this study aimed to explore the specific needs and design preferences of older adults for an online nutrition education resource. A total of 20 adults aged 55 years and older participated in one of four 2-hour participatory design workshops, where prompted discussion questions were used to explore their use of technology and scope their needs and preferences for an online nutrition education resource. All participants were regularly using a range of different devices (e.g., smartphones, tablets, and computers) and reported being comfortable doing so. Participants wanted a website that could be accessed across devices (i.e., desktop and mobile friendly) that provided practical nutrition advice, recipes, and information on the link between diet and disease. A number of design principles were identified as essential to optimise the user experience, including large and simple fonts, use of dark type on a light background, and clear categories for easy navigation. To enhance engagement, participants sought a personalised resource that could be adjusted to suit their needs, provided up-to-date information, and allowed for easy content sharing with others, such as by exporting information as a PDF. Participatory design methods offer new knowledge for developing and refining existing and future digital health technologies that are appropriate and useful for the target audience. Specifically, the older adult participants were motivated to access a user-friendly web-based nutrition resource provided it was able to be personalised to their health and nutrition needs, offered practical solutions such as adaptations to portion size or in relation to cost, and was easily shareable with others. Given the limited availability of online, self-directed and evidence-based nutrition education resources for older adults, these findings provide valuable insights to shape digital health resources that cater to the needs and preferences of this population and have the potential to support healthy eating habits and contribute to reducing diet-related chronic disease burden.

Supporting SEL in childcare centers with curriculum enrichment and an adapted professional development model

American children need access to high-quality early education. One limiting factor is the lack of professional development for the childcare workforce. This study examined the impact of a professional development model designed for teachers working with preschool children in childcare settings. Intervention included an evidence-based early learning curriculum focused on social-emotional learning and early literacy. Center directors were trained to serve as program coaches. Childcare centers with classrooms serving preschool children were recruited from ten counties in [state blinded for review] characterized by concentrated population-level poverty and randomized to intervention and control groups. Teachers and directors showed high levels of intervention engagement and good program implementation. Pre- to post-test comparisons of the intervention and control groups revealed that the intervention promoted responsive teaching practices, emotion coaching, enriched language use, and improved instructional quality. Implications for practice and policy are discussed.

Direct/Explicit Instruction and Social Constructivist Practices in The Inclusive Classroom

Effective educational practices play an instrumental role in student success. In the context of an inclusive classroom, it is crucial that educators use evidence-based practices to ensure all students to meet educational outcomes. This review focuses on two evidence-based pedagogies, namely direct/explicit instruction (DI/EI) and social constructive approaches, and their effects on the inclusive classroom. Special consideration is given to cooperative learning and concrete implementation guidelines are explored. Lastly, the complimentary effects of combining DI/EI and social constructivist practices are investigated to advance the argument for using a variety of evidenced-based practices within the inclusive classroom. Keywords: Inclusive education, direct instruction, explicit instruction, socialconstructivism.