OBJECTIVE: To identify the views of evidence-based practice (EBP) experts about information that should be included in EBP courses. DESIGN: A two-round Delphi process. SETTING AND SUBJECT: The panel of experts in teaching EBP residing in developed and developing countries identified through purposive and snowball sampling. MAIN OUTCOME MEASURES: We developed a list of 49 topics representing key educational topics. The panel scored the importance of topics for inclusion in introductory and advanced courses. In the second round, we sent a summary of results to the panel and asked them to re-score in light of the group's responses. RESULTS: We used email to invite 105 EBP teachers to participate in the study. Fifty-one people from 15 countries agreed to participate, and 40 completed the second round. We achieved consensus that formulating clinical questions, searching pre-appraised resources, introduction to systematic reviews and critical appraisal of studies about therapy should be covered earlier in EBP courses while other critical appraisal topics and quantitative decision-making techniques should be left to more advanced levels. CONCLUSION: Experts concur that introductory EBP courses should be simple and certain topics should be avoided. Specifically, critical appraisal and statistical methods should be left to advanced courses.
OBJECTIVE: To identify the views of evidence-based practice (EBP) experts about information that should be included in EBP courses. DESIGN: A two-round Delphi process. SETTING AND SUBJECT: The panel of experts in teaching EBP residing in developed and developing countries identified through purposive and snowball sampling. MAIN OUTCOME MEASURES: We developed a list of 49 topics representing key educational topics. The panel scored the importance of topics for inclusion in introductory and advanced courses. In the second round, we sent a summary of results to the panel and asked them to re-score in light of the group's responses. RESULTS: We used email to invite 105 EBP teachers to participate in the study. Fifty-one people from 15 countries agreed to participate, and 40 completed the second round. We achieved consensus that formulating clinical questions, searching pre-appraised resources, introduction to systematic reviews and critical appraisal of studies about therapy should be covered earlier in EBP courses while other critical appraisal topics and quantitative decision-making techniques should be left to more advanced levels. CONCLUSION: Experts concur that introductory EBP courses should be simple and certain topics should be avoided. Specifically, critical appraisal and statistical methods should be left to advanced courses.
Authors: Cailee E Welch; Dorice A Hankemeier; Aimee L Wyant; Danica G Hays; William A Pitney; Bonnie L Van Lunen Journal: J Athl Train Date: 2014-02-25 Impact factor: 2.860
Authors: Dorice A Hankemeier; Jessica M Walter; Cailee W McCarty; Eric J Newton; Stacy E Walker; Shana L Pribesh; Beth E Jamali; Sarah A Manspeaker; Bonnie L Van Lunen Journal: J Athl Train Date: 2013-02-20 Impact factor: 2.860
Authors: Jacek Walczak; Anna Kaleta; Elżbieta Gabryś; Krzysztof Kloc; Shakila Thangaratinam; Gemma Barnfield; Susanne Weinbrenner; Berit Meyerrose; Theodoros N Arvanitis; Andrea R Horvath; Gianni Zanrei; Regina Kunz; Katja Suter; Bernard Burnand; Chantal Arditi; Katrien Oude Rengerink; Gee Harry; Ben W J Mol; Khalid S Khan Journal: BMC Med Educ Date: 2010-09-29 Impact factor: 2.463