• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
York EBSC NSCA July 2009
 

York EBSC NSCA July 2009

on

  • 925 views

Presentation to NSCA conference in Las Vegas July 2009 on a practical, evidence-based approach to strength and conditioning.

Presentation to NSCA conference in Las Vegas July 2009 on a practical, evidence-based approach to strength and conditioning.

Statistics

Views

Total Views
925
Views on SlideShare
925
Embed Views
0

Actions

Likes
0
Downloads
11
Comments
0

0 Embeds 0

No embeds

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    York EBSC NSCA July 2009 York EBSC NSCA July 2009 Presentation Transcript

    • A Practical, Evidence-Based Approach to Strength and Conditioning NSCA 32nd National Conference July, 2009 Ann M. York, PhD
    • NSCA Mission Statement • “As the worldwide authority on strength and conditioning, we support and disseminate research- based knowledge and its practical application to improve athletic performance and fitness.” • “Bridging the gap between science and application.”
    • Objectives • Define the process of evidence-based practice (EBP). • Discuss the challenges to EBP or EBSC • Identify some reasonable approaches to EBSC. • Leave with specific strategies and tactics to implementing EBSC.
    • JASPA* Quiz
    • JASPA = Journal Associated Score of Personal Angst • 0 = outlier • 1-3 = normal range • >3 = at risk for polythenia gravis and related conditions • Polythenia gravis: increasing sense of guilt and inadequacy associated with an inability to keep up with the journals. • Related condition: increased fall risk associated with tripping over piles of unread journals.
    • Evidence-Based Approach “Evidence does not make decisions, you do!”
    • Leaks in the Evidence-Based Knowledge Pipeline Aware Accept Target Doable Recall Agree Done Valid Research Strauss, Richardson, Glasziou &Haynes (2005)
    • From EBP to EBSC…. • Consistent evidence of failure to translate research findings into clinical practice ▫ 30-40% patients do not get treatments of proven effectiveness ▫ 20–25% patients get care that is not needed or potentially harmful • What’s happening in the strength and conditioning realm? Schuster, McGlynn, Brook (1998). Milbank Memorial Quarterly Grol R (2001). Med Care
    • Pressures Slowing Growth of EBP
    • What is evidence worth? Usefulness = Validity X Relevance Work Strauss, Richardson, Glasziou & Haynes (2005)
    • Why Bother with EBSC? Motivation: Who are you? • Client expectation • Doer (researcher/teacher • Competitive advantage • User (coach/trainer) • Lifelong learning • Replicator (gurus are • Satisfaction, pride good enough for you). • Ethical thing to do • Contribution to the profession • Professional development
    • Cycle of EBSC
    • Step 1: Asking a question • Background questions ▫ general: who, what, where, why, how • Foreground or PICO questions ▫ specific: questions on managing clients Foreground Questions Background Questions Less Experience More
    • PICO Questions • P: person/problem • I: intervention • C: comparison • O: outcome
    • What questions to ask? • Most common scenarios • Unique situations • Desire to become an expert • Curiosity • The more specific the question, the better.
    • Step 2: Acquiring the Evidence • How much time do you want to spend? • What databases to you have access to? ▫ Online versus paper ▫ PubMed ▫ Ebsco ▫ Professional membership • What is your skill level at searching? • Think QUALITY of evidence!
    • Evidence Pyramid Synopses Meta-Analysis Systematic Review Randomized Controlled Trial Cohort studies Case studies Basic/Bench Research Editorials/Gurus/Colleagues
    • Narrative v. Systematic Reviews Narrative Systematic • No systematic • Rigorous methodology methodology • Focused research question • Tend to be broad • Search strategy developed • Potential for author’s bias • Inclusion/exclusion criteria • References gathered ad for references hoc • Quality assessment • Qualitative approach • Quantitative approach Qualitative Quantitative
    • Evidence Information Management Push Technology • RSS Feeds* • PubMed saved searches* • Email alerts* Pull Technology • Specific searches for questions • Databases/publications/other resources Storage Technology • RefWorks, Endnote • Zotero,* Delicious,* Evernote* *Free!
    • RSS Feeds + iGoogle = Efficiency How to use RSS feeds tutorial: http://www.youtube.com/watch?v=0klgLsSxGsU
    • Step 3: Appraise • Most traditional EBP training occurs at this step • Yet it is time consuming/intimidating • Many do not have skill or time to appraise well… • Solution?
    • Let others do the first appraisal HIGH QUALITY Pre-appraised evidence ▫ Systematic Reviews (Cochrane, PubMed) ▫ Evidence summaries ▫ Professional organization guidelines BUT first you must ASK a good question and ACQUIRE the summaries!
    • Then do your OWN appraisal: • Is the evidence source high quality? • Does it apply to my client? • Is it useful? • Does this fit with client goals/preferences?
    • Step 4: Apply the Evidence “Evidence does not make decisions, you do!”
    • Step 5: Assess • What worked? • How did this benefit your client? • What more do you want to know? • Do you have information to share?
    • Summary • What role can EBSC play in your career? • What is your strategic plan of EBSC? • What tactics can you use to achieve this plan? List 3
    • If you only have…. • 1 minute: Write a PICO question • 5 minutes: Set up an RSS feed, run a quick search. • 1 Hour: Read a study in depth, discuss a study with a colleague, watch a free online tutorial, explore a new database.
    • Objectives Reveiw • Define the process of evidence-based practice or EBSC. • Discuss the challenges to EBSC. • Identify some reasonable approaches to EBSC. • Leave with specific strategies and tactics to implementing EBSC.
    • Resources No doubt I will add to these slides. Updates, additional references, and EBP resources can be found at: NSCA EBSC Pageflake: http://www.pageflakes.com/ayork/2501555
    • Selected References • Davis, J. (2007). Evaluating education in evidence-based practice. JAMA: The Journal of the American Medical Association, 297(1), 39. • Guyatt, G., & Rennie, D. (Eds.). (2002). Users' guides to the medical literature. Chicago, Ill.: AMA Press. • Ho, P.M., Peterson, P.N., & Masoudi, F.A. (2008). Evaluating the evidence: Is there a rigid hierarchy? Circulation, 118, 1675-1684. • Shaneyfelt, T., Baum, K. D., Bell, D., Feldstein, D., Houston, T. K., Kaatz, S., et al. (2006). Instruments for evaluating education in evidence-based practice: A systematic review. JAMA: The Journal of the American Medical Association, 296(9), 1116-1127. • Slawson, D. & Shaughnessy, A.F. (2005). Teaching EBM: Should we be teaching information management instead? Academic Medicine, 80 (7), 685-689. • Strauss, S. E., Richardson, W. S., Glasziou, P., & Haynes, R. B. (2005). Evidence-based medicine, how to practice and teach EBM. (3rd ed.). Edinburgh: Elsevier.
    • Contact Information Ann M. York, PhD Associate Professor Master of Health Care Administration Program College of Health Sciences Des Moines University 3200 Grand Ave Des Moines IA 50325 515-271-1641 ann.york@dmu.edu
    • Questions?