1) The document provides a tutorial on how to form an answerable clinical question using the PICO (TT) model. It explains the components of a well-built clinical question and how to identify the type of clinical question and best study design.
2) Several clinical scenarios are presented and the reader is asked to formulate each scenario as a PICO question, identify the question type, and recommended study design.
3) The document concludes by emphasizing that developing a clear clinical question using PICO helps efficiently find the best evidence to answer the question. It also provides information on additional education available on evidence-based care topics.
This document discusses evidence-based medicine and how libraries can support practitioners. It defines evidence-based medicine as using the best available evidence from research to inform decisions about patient care. The library teaches skills like formulating clinical questions using the PICO framework and identifying appropriate sources and studies to answer questions. Librarians can help practitioners develop search strategies, appraise literature, and apply evidence to patient cases. The document provides examples of using PICO to build clinical questions from practice scenarios.
How to form a clinical question. cincinnati childrensCatherineMiller2
This document provides a tutorial on how to form an answerable clinical question in 5 steps: 1) Ask, 2) Acquire, 3) Appraise, 4) Apply, 5) Assess. It discusses using the PICO (Patient, Intervention, Comparison, Outcome) model to develop a well-built clinical question and identifies the type of clinical question and best study design. Clinical scenarios are presented and answered in PICO format to demonstrate how to apply this process. Additional training opportunities in evidence-based care are listed.
Introduction to Evidence Based Medicine (EBM)Elsayed Salih
This document provides an overview of evidence-based medicine (EBM), including its definition, importance, and process. It defines EBM as the conscientious use of the best available evidence in making decisions about patient care. The key steps in EBM are asking a clear clinical question using the PICO framework, acquiring evidence through a literature search, appraising the evidence for validity and applicability, and applying the evidence to the individual patient. Examples of question types and appropriate study designs are also discussed.
1) The document discusses a lecture on evidence-based medicine (EBM) and critical appraisal.
2) EBM involves integrating the best available research evidence with clinical expertise and patient values. It includes formulating clinical questions, searching for evidence, appraising research, and applying the evidence to patient care.
3) The lecture reviews the principles of EBM and critical appraisal, including how to formulate answerable clinical questions using the PICO framework, search for evidence, and appraise different types of research studies.
This document provides an introduction to evidence-based medicine (EBM) and principles of critical appraisal for first year psychiatry residents. It defines EBM as a systematic approach to obtaining clinically relevant information about treatment. Critical appraisal involves carefully examining research to assess validity, results, and relevance. The document outlines the five steps of EBM, different study designs commonly used in EBM like randomized controlled trials and systematic reviews, and factors to consider when critically appraising research like potential biases. Key aspects of randomized trials and systematic reviews are described, along with guidelines to standardize research reporting.
Sydney Burwell, Dean of Harvard Medical School from 1893-1967, stated that half of what is taught in medical school will be shown to be wrong within 10 years, but it is impossible to know which half.
The presentation discusses the history and concepts of evidence-based medicine (EBM), including its goals of improving patient care through decisions maximizing health outcomes based on the best available evidence. It outlines the 5 steps of EBM: asking questions, acquiring evidence, appraising the evidence, applying it based on expertise and patient values, and evaluating the process.
EBM has advantages like improving knowledge and decision-making, but also challenges like limited time and resources to implement its principles in practice.
The document outlines an introduction to evidence-based medicine (EBM) presented by Judy Tarselli. It begins with an overview of EBM, defining it as the conscientious use of current best evidence in patient care decisions. The presentation then covers the basic steps of EBM, which include forming a clear clinical question, finding the best evidence to answer it, critically appraising the evidence, applying useful evidence in practice, and evaluating the process. It emphasizes that a good clinical question is patient-focused, problem-oriented, and answerable through current literature. The document provides examples to illustrate the key points about EBM.
This document discusses evidence-based medicine and how libraries can support practitioners. It defines evidence-based medicine as using the best available evidence from research to inform decisions about patient care. The library teaches skills like formulating clinical questions using the PICO framework and identifying appropriate sources and studies to answer questions. Librarians can help practitioners develop search strategies, appraise literature, and apply evidence to patient cases. The document provides examples of using PICO to build clinical questions from practice scenarios.
How to form a clinical question. cincinnati childrensCatherineMiller2
This document provides a tutorial on how to form an answerable clinical question in 5 steps: 1) Ask, 2) Acquire, 3) Appraise, 4) Apply, 5) Assess. It discusses using the PICO (Patient, Intervention, Comparison, Outcome) model to develop a well-built clinical question and identifies the type of clinical question and best study design. Clinical scenarios are presented and answered in PICO format to demonstrate how to apply this process. Additional training opportunities in evidence-based care are listed.
Introduction to Evidence Based Medicine (EBM)Elsayed Salih
This document provides an overview of evidence-based medicine (EBM), including its definition, importance, and process. It defines EBM as the conscientious use of the best available evidence in making decisions about patient care. The key steps in EBM are asking a clear clinical question using the PICO framework, acquiring evidence through a literature search, appraising the evidence for validity and applicability, and applying the evidence to the individual patient. Examples of question types and appropriate study designs are also discussed.
1) The document discusses a lecture on evidence-based medicine (EBM) and critical appraisal.
2) EBM involves integrating the best available research evidence with clinical expertise and patient values. It includes formulating clinical questions, searching for evidence, appraising research, and applying the evidence to patient care.
3) The lecture reviews the principles of EBM and critical appraisal, including how to formulate answerable clinical questions using the PICO framework, search for evidence, and appraise different types of research studies.
This document provides an introduction to evidence-based medicine (EBM) and principles of critical appraisal for first year psychiatry residents. It defines EBM as a systematic approach to obtaining clinically relevant information about treatment. Critical appraisal involves carefully examining research to assess validity, results, and relevance. The document outlines the five steps of EBM, different study designs commonly used in EBM like randomized controlled trials and systematic reviews, and factors to consider when critically appraising research like potential biases. Key aspects of randomized trials and systematic reviews are described, along with guidelines to standardize research reporting.
Sydney Burwell, Dean of Harvard Medical School from 1893-1967, stated that half of what is taught in medical school will be shown to be wrong within 10 years, but it is impossible to know which half.
The presentation discusses the history and concepts of evidence-based medicine (EBM), including its goals of improving patient care through decisions maximizing health outcomes based on the best available evidence. It outlines the 5 steps of EBM: asking questions, acquiring evidence, appraising the evidence, applying it based on expertise and patient values, and evaluating the process.
EBM has advantages like improving knowledge and decision-making, but also challenges like limited time and resources to implement its principles in practice.
The document outlines an introduction to evidence-based medicine (EBM) presented by Judy Tarselli. It begins with an overview of EBM, defining it as the conscientious use of current best evidence in patient care decisions. The presentation then covers the basic steps of EBM, which include forming a clear clinical question, finding the best evidence to answer it, critically appraising the evidence, applying useful evidence in practice, and evaluating the process. It emphasizes that a good clinical question is patient-focused, problem-oriented, and answerable through current literature. The document provides examples to illustrate the key points about EBM.
How to formulate a researchable question based on picos - PubricaPubrica
Unanswered questions in current clinical practice and interactions dictating alternate treatments will lead to the formulation of a clinical research question. It would help researchers by giving them step-by-step instructions about how to formulate a research question.
Continue Reading: https://bit.ly/3ldryTV
For our services: https://pubrica.com/sevices/research-services/
Why Pubrica:
When you order our services, We promise you the following – Plagiarism free | always on Time | 24*7 customer support | Written to international Standard | Unlimited Revisions support | Medical writing Expert | Publication Support | Biostatistical experts | High-quality Subject Matter Experts.
Contact us:
Web: https://pubrica.com/
Blog: https://pubrica.com/academy/
Email: sales@pubrica.com
WhatsApp : +91 9884350006
United Kingdom: +44-1618186353
Clinical questions asked and pursued by rehabilitation therapists: An explora...Lorie Kloda
This document summarizes the key points from an oral defense of a PhD candidate's dissertation exploring the clinical questions asked by rehabilitation therapists. The summary includes:
1. The study aimed to explore the types and formulation of clinical questions rehabilitation therapists ask in their practice, and how they choose which questions to pursue.
2. Key findings were that therapists' questions focused on 12 areas, most commonly treatment selection and clinical manifestations of disease. Questions were commonly formulated with elements like problem, intervention, and population.
3. Therapists chose to pursue questions due to factors like memory, belief an answer existed, intended use of the answer, feeling responsible, effort required, self-efficacy, and perceived organizational support.
Evidence based decision making in periodonticsHardi Gandhi
INTRODUCTION TO EVIDENCE BASED DENTISTRY
EVIDENCE BASED PERIODONTOLOGY
NEED, PRINCIPLES, GOALS AND ADVANTAGES OF EBDM
SKILLS NEEDED FOR EBDM
ASSESING THE EVIDENCE
INCORPORATING INTO THE PRACTICE
This document provides an overview of key aspects of clinical research papers, including their typical structure and components. It outlines the main sections such as the title, abstract, introduction, methods, results, discussion, and references. It also describes important considerations for study design, including defining the study population and ensuring internal and external validity. Common study designs like randomized controlled trials and how to properly implement randomization and blinding are covered.
This document defines evidence-based medicine (EBM) as using evidence to inform individual patient management, research, and policy making by finding and appraising relevant information. EBM is important because it helps determine how effective and safe treatments are, their associated costs, and should be used alongside clinical knowledge and judgement. Ignoring EBM risks ineffective, unsafe, and costly decisions with ethical implications. Further information sources on EBM are provided.
Evidence-based Medicine (EBM) Applicationsuzairktk
In 1996 David Sackett wrote that "Evidence-based medicine is the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients”
This document discusses developing PICO questions to help formulate clinical questions. It provides background on distinguishing background and foreground questions. The PICO framework is introduced as a method to structure clinical questions into four components: P (patient/population), I (intervention), C (comparison), and O (outcome). Examples are provided to demonstrate how to formulate a PICO question from a clinical scenario. The question types that can be addressed through PICO questions are also outlined.
This document summarizes evidence from several studies on various aspects of evidence-based prosthodontics. It discusses types of studies used in evidence-based dentistry including systematic reviews, randomized controlled trials, cohort studies, and case reports. It then examines specific evidence related to prosthodontic treatment planning, factors influencing single-tooth implant decisions versus endodontic therapy, decision-making approaches in implant dentistry, outcomes of implants in augmented bone, and survival rates of different prosthesis types. The conclusion emphasizes that a multidisciplinary approach and shared decision-making is important in prosthodontic treatment planning based on available evidence and individual patient factors.
1. The document provides an overview of evidence-based medicine (EBM) and the process of critically appraising research evidence. EBM involves integrating the best available research evidence with clinical expertise and patient values and preferences.
2. The key steps of EBM are outlined, including formulating a clear clinical question using PICO (population, intervention, comparison, outcome), searching for and appraising the evidence, and applying the results to the clinical problem.
3. Users' guides are provided for critically appraising different study designs, focusing on whether the results are valid and assessing the magnitude and precision of the treatment effect. Factors like randomization, blinding, follow-up, and equal treatment of groups
This document provides an introduction to evidence-based medicine (EBM). EBM is defined as integrating the best research evidence with clinical expertise and patient values to achieve the best possible patient management. The goal of EBM is to improve the quality of information used to make clinical decisions. EBM uses a series of steps including formulating an answerable clinical question, tracking down the best available evidence, critically appraising the evidence, applying the evidence to integrate with clinical expertise and patient values, and evaluating the effectiveness of the process.
Concise explaining of Evidence-Based Medicine and discussing the following: 1-What is Evidence-Based Medicine?
2-Why Evidence-based Medicine?
3-Options for changing clinicians' practice behaviour
4- EBM Process- Five Steps
5-Seven alternatives to evidence-based medicine
Evidence based medicine: misconception, myths and factsAboubakr Elnashar
The document discusses evidence-based medicine (EBM) and addresses common misconceptions about it. EBM involves using the best available evidence from clinical research and patient preferences to guide medical decisions. It emphasizes generating evidence through well-designed studies and systematically reviewing research to distill useful findings. While EBM requires effort, it can improve patient outcomes by focusing on the most effective interventions and making knowledge more up-to-date. The document rebuts myths that EBM is too difficult or reduces costs, noting it enhances care and decision-making.
This document provides an overview of evidence-based medicine (EBM). It defines EBM as systematically finding, appraising, and applying contemporaneous research findings to make clinical decisions. The key steps of EBM are asking a focused clinical question, searching for relevant evidence, critically appraising the evidence, applying valid evidence to the individual patient, and evaluating outcomes. High quality evidence comes from systematic reviews and randomized controlled trials. Practicing EBM helps ensure patients receive the best possible care based on the most current scientific knowledge.
Evidence-based medicine involves integrating clinical expertise with the best available external clinical evidence from systematic research. It includes formulating clinical questions, searching literature, evaluating evidence, and applying evidence to individual patient care. The highest levels of evidence come from randomized controlled trials, while lower levels include observational studies and expert opinion. Clinical trials progress through phases to evaluate safety, efficacy, and effectiveness of interventions. Statistical analysis of trial results provides measures of significance, risk, and accuracy to guide clinical decision-making.
This document outlines the objectives and agenda for a workshop on journal clubs and evidence-based medicine reviews. The workshop will teach participants how to present clinical evidence-based medicine summaries to peers, critically appraise clinical studies, and discuss how to integrate evidence-based findings into clinical practice. Participants will have opportunities to present on their own clinical scenarios and evidence searches.
A Graduate Critical Appraisal Assignment for Athletic TrainingJohn Parsons
1) The document discusses a graduated critical appraisal assignment used to teach athletic training students how to critically analyze research studies. 2) It involves having students start with annotating articles and working up to crafting clinical questions, analyzing levels of evidence, and fully critically appraising studies. 3) The assignment is meant to help students develop skills in evidence-based practice and preparing them for real-world clinical decision making.
This document provides an overview of evidence-based practice (EBP) including its definition, importance, evolution, decision-making process, benefits, and misconceptions. It outlines a 5-step approach to EBP: formulating a question, finding evidence, appraising evidence, applying to practice while considering patient values, and evaluating effectiveness. Various resources and levels of evidence are also defined to help practitioners implement EBP and provide the highest quality, cost-effective care.
240119-Evidence Based Medicine nnnnn.pptxMyThaoAiDoan
The document provides an overview of evidence-based medicine (EBM) and its five-step process. It defines EBM as the integration of best research evidence with clinical expertise and patient values. The five steps of EBM are: 1) defining the clinical problem, 2) finding evidence, 3) appraising the evidence, 4) applying to patient care, and 5) evaluating the application. Key points include using the PICO framework to build clinical questions, considering the type of evidence needed based on the question, and searching reliable sources of pre-appraised evidence like Cochrane reviews. An example shows how to apply these concepts to a patient scenario.
How to formulate a researchable question based on picos - PubricaPubrica
Unanswered questions in current clinical practice and interactions dictating alternate treatments will lead to the formulation of a clinical research question. It would help researchers by giving them step-by-step instructions about how to formulate a research question.
Continue Reading: https://bit.ly/3ldryTV
For our services: https://pubrica.com/sevices/research-services/
Why Pubrica:
When you order our services, We promise you the following – Plagiarism free | always on Time | 24*7 customer support | Written to international Standard | Unlimited Revisions support | Medical writing Expert | Publication Support | Biostatistical experts | High-quality Subject Matter Experts.
Contact us:
Web: https://pubrica.com/
Blog: https://pubrica.com/academy/
Email: sales@pubrica.com
WhatsApp : +91 9884350006
United Kingdom: +44-1618186353
Clinical questions asked and pursued by rehabilitation therapists: An explora...Lorie Kloda
This document summarizes the key points from an oral defense of a PhD candidate's dissertation exploring the clinical questions asked by rehabilitation therapists. The summary includes:
1. The study aimed to explore the types and formulation of clinical questions rehabilitation therapists ask in their practice, and how they choose which questions to pursue.
2. Key findings were that therapists' questions focused on 12 areas, most commonly treatment selection and clinical manifestations of disease. Questions were commonly formulated with elements like problem, intervention, and population.
3. Therapists chose to pursue questions due to factors like memory, belief an answer existed, intended use of the answer, feeling responsible, effort required, self-efficacy, and perceived organizational support.
Evidence based decision making in periodonticsHardi Gandhi
INTRODUCTION TO EVIDENCE BASED DENTISTRY
EVIDENCE BASED PERIODONTOLOGY
NEED, PRINCIPLES, GOALS AND ADVANTAGES OF EBDM
SKILLS NEEDED FOR EBDM
ASSESING THE EVIDENCE
INCORPORATING INTO THE PRACTICE
This document provides an overview of key aspects of clinical research papers, including their typical structure and components. It outlines the main sections such as the title, abstract, introduction, methods, results, discussion, and references. It also describes important considerations for study design, including defining the study population and ensuring internal and external validity. Common study designs like randomized controlled trials and how to properly implement randomization and blinding are covered.
This document defines evidence-based medicine (EBM) as using evidence to inform individual patient management, research, and policy making by finding and appraising relevant information. EBM is important because it helps determine how effective and safe treatments are, their associated costs, and should be used alongside clinical knowledge and judgement. Ignoring EBM risks ineffective, unsafe, and costly decisions with ethical implications. Further information sources on EBM are provided.
Evidence-based Medicine (EBM) Applicationsuzairktk
In 1996 David Sackett wrote that "Evidence-based medicine is the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients”
This document discusses developing PICO questions to help formulate clinical questions. It provides background on distinguishing background and foreground questions. The PICO framework is introduced as a method to structure clinical questions into four components: P (patient/population), I (intervention), C (comparison), and O (outcome). Examples are provided to demonstrate how to formulate a PICO question from a clinical scenario. The question types that can be addressed through PICO questions are also outlined.
This document summarizes evidence from several studies on various aspects of evidence-based prosthodontics. It discusses types of studies used in evidence-based dentistry including systematic reviews, randomized controlled trials, cohort studies, and case reports. It then examines specific evidence related to prosthodontic treatment planning, factors influencing single-tooth implant decisions versus endodontic therapy, decision-making approaches in implant dentistry, outcomes of implants in augmented bone, and survival rates of different prosthesis types. The conclusion emphasizes that a multidisciplinary approach and shared decision-making is important in prosthodontic treatment planning based on available evidence and individual patient factors.
1. The document provides an overview of evidence-based medicine (EBM) and the process of critically appraising research evidence. EBM involves integrating the best available research evidence with clinical expertise and patient values and preferences.
2. The key steps of EBM are outlined, including formulating a clear clinical question using PICO (population, intervention, comparison, outcome), searching for and appraising the evidence, and applying the results to the clinical problem.
3. Users' guides are provided for critically appraising different study designs, focusing on whether the results are valid and assessing the magnitude and precision of the treatment effect. Factors like randomization, blinding, follow-up, and equal treatment of groups
This document provides an introduction to evidence-based medicine (EBM). EBM is defined as integrating the best research evidence with clinical expertise and patient values to achieve the best possible patient management. The goal of EBM is to improve the quality of information used to make clinical decisions. EBM uses a series of steps including formulating an answerable clinical question, tracking down the best available evidence, critically appraising the evidence, applying the evidence to integrate with clinical expertise and patient values, and evaluating the effectiveness of the process.
Concise explaining of Evidence-Based Medicine and discussing the following: 1-What is Evidence-Based Medicine?
2-Why Evidence-based Medicine?
3-Options for changing clinicians' practice behaviour
4- EBM Process- Five Steps
5-Seven alternatives to evidence-based medicine
Evidence based medicine: misconception, myths and factsAboubakr Elnashar
The document discusses evidence-based medicine (EBM) and addresses common misconceptions about it. EBM involves using the best available evidence from clinical research and patient preferences to guide medical decisions. It emphasizes generating evidence through well-designed studies and systematically reviewing research to distill useful findings. While EBM requires effort, it can improve patient outcomes by focusing on the most effective interventions and making knowledge more up-to-date. The document rebuts myths that EBM is too difficult or reduces costs, noting it enhances care and decision-making.
This document provides an overview of evidence-based medicine (EBM). It defines EBM as systematically finding, appraising, and applying contemporaneous research findings to make clinical decisions. The key steps of EBM are asking a focused clinical question, searching for relevant evidence, critically appraising the evidence, applying valid evidence to the individual patient, and evaluating outcomes. High quality evidence comes from systematic reviews and randomized controlled trials. Practicing EBM helps ensure patients receive the best possible care based on the most current scientific knowledge.
Evidence-based medicine involves integrating clinical expertise with the best available external clinical evidence from systematic research. It includes formulating clinical questions, searching literature, evaluating evidence, and applying evidence to individual patient care. The highest levels of evidence come from randomized controlled trials, while lower levels include observational studies and expert opinion. Clinical trials progress through phases to evaluate safety, efficacy, and effectiveness of interventions. Statistical analysis of trial results provides measures of significance, risk, and accuracy to guide clinical decision-making.
This document outlines the objectives and agenda for a workshop on journal clubs and evidence-based medicine reviews. The workshop will teach participants how to present clinical evidence-based medicine summaries to peers, critically appraise clinical studies, and discuss how to integrate evidence-based findings into clinical practice. Participants will have opportunities to present on their own clinical scenarios and evidence searches.
A Graduate Critical Appraisal Assignment for Athletic TrainingJohn Parsons
1) The document discusses a graduated critical appraisal assignment used to teach athletic training students how to critically analyze research studies. 2) It involves having students start with annotating articles and working up to crafting clinical questions, analyzing levels of evidence, and fully critically appraising studies. 3) The assignment is meant to help students develop skills in evidence-based practice and preparing them for real-world clinical decision making.
This document provides an overview of evidence-based practice (EBP) including its definition, importance, evolution, decision-making process, benefits, and misconceptions. It outlines a 5-step approach to EBP: formulating a question, finding evidence, appraising evidence, applying to practice while considering patient values, and evaluating effectiveness. Various resources and levels of evidence are also defined to help practitioners implement EBP and provide the highest quality, cost-effective care.
240119-Evidence Based Medicine nnnnn.pptxMyThaoAiDoan
The document provides an overview of evidence-based medicine (EBM) and its five-step process. It defines EBM as the integration of best research evidence with clinical expertise and patient values. The five steps of EBM are: 1) defining the clinical problem, 2) finding evidence, 3) appraising the evidence, 4) applying to patient care, and 5) evaluating the application. Key points include using the PICO framework to build clinical questions, considering the type of evidence needed based on the question, and searching reliable sources of pre-appraised evidence like Cochrane reviews. An example shows how to apply these concepts to a patient scenario.
evidence based practice is best for the people working with patients
ebp should be used by the heath care provider.
ebp based upon clinical experties
best research evidence
patient preference and values
رای جستجوي اطلاعات مناسب، یافتن بهترین شواهد موجود در کمترین زمان ممکن بسیار مهم و حیاتی می باشد. از این رو آشنایی با روشهای صحیح جستجو، نحوه طرح سوال قابل پاسخ (PICO ) و پایگاههای اطلاعاتی مناسب ضروری به نظر می رسد
استراتژی عمومی جستجو در بالین
مرحله اول: طراحی PICO
در مرحله اول جستجوی اطلاعات، چند دقیقه وقت بگذارید و به خوبی در مورد سوال خود و آنچه که می خواهید در مورد آن جستجو کنید فکر کنید. جستجوگر بایستی مشکل و سوال خود را بخوبی بررسی و تجزیه و تحلیل کند. يكي از بهترين توصيه ها در این زمینه براي كادر بالینی، طرح سوال قابل پاسخ و یا به اصطلاح PICO است
مرحله دوم: تعیین کلیدواژه ها و مترادفات
پس از طراحی PICO ، کلیدواژه های جستجو بر اساس P ، I ، C و O در سوال موردنظر تعیین می شوند. واژه های مترادف و مرتبط این کلیدواژه ها از قبیل اختصارات، واژه های با دامنه وسیع تر و یا دامنه محدودتر، رسم الخط های متفاوت و ... نیز در صورت نیاز تعیین می شوند و جستجو آغاز می شود
مرحله سوم: انتخاب پایگاه اطلاعاتی مناسب
انتخاب پایگاه اطلاعاتی مناسب و مرتبط با موضوع جستجو یکی از کلیدی ترین مراحل جستجو است. با توجه به اینکه بسیاری از پایگاههای اطلاعاتی بویژه در حوزه پزشکی براساس نوع اطلاعات و مطالعات در حال تخصصی شدن هستند، آشنایی با دامنه موضوعی و کاربردهای آنها موجب بازیابی اطلاعات مناسب تر و صرفه جویی در زمان خواهد شد.
مرحله چهارم: طراحی روش جستجو
جستجو در اینترنت و پایگاه اطلاعاتی با بکارگیری روشهای ساده و در عین حال صحیح جستجو بسیار آسان و لذت بخش خواهد بود. برعکس، عدم آشنایی با این روشهای آسان ممکن است موجب شود که یا اطلاعات غیرمرتبط بازیابی کنید و یا بسیاری از اطلاعات مفید را از دست بدهید.
This presentation focuses on informed decision making in clinical practice making use of evidence based practice. It addresses the use of PICO to formulate clinical question, searching the evidence/literature, critically appraising the evidence, and application of the evidence to improve the quality of clinical practice
Journal Club route to Evidence Based MedicineCSN Vittal
The document discusses evidence-based medicine and journal clubs. It begins by outlining how doctors historically practiced medicine with little reading, then introduces evidence-based medicine as a better approach. Evidence-based medicine involves forming questions based on patients, current evidence, and clinical expertise. The document then discusses how journal clubs can be used to critically appraise recent studies and apply the evidence to patient care, improving quality. Journal clubs follow the steps of evidence-based medicine by posing questions, searching literature, and critically evaluating evidence to inform clinical decisions.
The document discusses evidence-based practice (EBP), defining it as the integration of the best available research evidence, clinical expertise, and patient values. It outlines the key components of EBP as research evidence, clinical expertise, and patient values/circumstances. The five steps of EBP are also summarized: formulating a question, finding evidence, critically appraising evidence, applying evidence in practice, and evaluating outcomes. Barriers and advantages of adopting an EBP approach are briefly mentioned.
This document provides an overview of evidence-based practice (EBP) presented by Amritanshu Chanchal at Subharti Nursing College in Meerut. It defines EBP, discusses its components and key steps. The presentation covers asking questions using PICOT format, searching for evidence, critically appraising evidence, integrating evidence with clinical expertise and patient preferences, evaluating outcomes, and disseminating results. Models for EBP are also introduced, including the Iowa Model which outlines identifying triggers for change, determining organizational priority, and forming an interdisciplinary team to develop, evaluate and implement EBP changes.
This is a presentation about the importance of Evidence Based Medicine and how it acts as a crucial tool in decision making to empower the quality of medical services for better patient outcomes.
It highlights the steps in EBM process, how to identify the parts of a well built clinical question, resources for literature search, critical appraisal of the evidence, and how to apply the evidence to the patient.
Formulating a Research question/ hypothesisshubhaasharma
This document discusses how to formulate a research question and hypothesis. It defines the different types of research (basic, applied, qualitative, quantitative) and fields of research. A research question seeks to answer something about a topic, while a hypothesis predicts the outcome of an experiment. A well-built research question includes the PICO elements - population/patient, intervention, comparator, and outcome. Characteristics of a good research question are that it is feasible, interesting, novel, ethical, relevant, and clear. The document provides examples of strong and weak research questions and emphasizes thoroughly selecting a topic and framing the question or hypothesis.
Evidence-Based Practice 5.5 Min Intro Shah 2016Mary Shah
This document provides a five-minute introduction to evidence-based practice. It defines evidence-based practice as applying the best available research results when making health care decisions by using research evidence along with clinical expertise and patient preferences. The document explains that systematic reviews provide information to aid the process of evidence-based practice. It gives an example of a health care provider recommending acetaminophen to treat arthritis pain based on research showing it has less risk of stomach bleeding than other pain relievers. Finally, it outlines the five steps of evidence-based practice as assessing the patient, asking a question, acquiring evidence, appraising the evidence, and applying it while talking with the patient.
Evidence and Science Based Medicine A Primer.pptxKaushik Banerjee
This document discusses evidence-based medicine and different types of medical evidence and study designs. It begins by defining evidence-based medicine as applying the best available evidence from clinical research to medical decision making. It then discusses different types of medical studies and evidence, including randomized controlled trials, observational studies, systematic reviews, and qualitative research. It emphasizes that not all medical evidence is equal and that higher quality evidence comes from studies with rigorous designs like randomized controlled trials that minimize bias. The document stresses the importance of critically appraising medical evidence to assess its validity, clinical importance, and applicability to a specific patient.
This ppt will help dentists in taking Evidence Based decision in daily practice and will also help researchers to categorized result of research on the basis of hierarchy of Evidence Based Dentistry
This document provides an overview of evidence-based periodontics. It discusses the need for evidence-based decision making to reduce variations in clinical practice. The advantages of an evidence-based approach are that it is objective, scientifically sound, patient-focused, and incorporates clinical expertise. The process of evidence-based decision making involves framing questions, searching for and appraising evidence from various sources and levels, evaluating outcomes, and implementing decisions. Key aspects include assessing evidence critically and avoiding changes to pre-established hypotheses.
This document discusses how to formulate clinical questions to guide searches of the medical literature. It introduces the PICO framework for structuring questions around patients, interventions, comparisons, and outcomes. Five common types of clinical questions are identified: therapy, harm, differential diagnosis, diagnosis, and prognosis. Each question type lends itself to different study designs that provide the best evidence. Examples are provided to demonstrate how unstructured questions can be clarified using PICO. The goal is to construct answerable clinical questions that facilitate efficient literature searches.
This document discusses utilizing patient care data from clinical settings for clinical research purposes. It describes the types of data available, common barriers faced, and the need to obtain proper permissions. A variety of research study designs are possible using this data, including descriptive studies, interventional studies, qualitative research, and quality improvement projects. Case studies, case series, surveys and collaboration are recommended approaches. Addressing barriers like permissions and developing research skills can help facilitate use of this valuable data source.
Evidence based practice aims to integrate the best research evidence with clinical expertise and patient values. It involves 5 steps: formulating a question, finding evidence, critically appraising evidence, applying evidence to a patient, and evaluating outcomes. Key resources for finding evidence include pre-appraised sources like UpToDate and filtered databases like PubMed. Models like the Stelter and Iowa models provide guidelines for implementing evidence-based projects. The goal of evidence based practice is to provide the highest quality care based on the best available research.
Introduction to research and developing research ideaKaimrc_Rss_Jd
The document discusses research planning and methods. It describes identifying a knowledge gap and formulating a research question. Key aspects of a good research question are that it is important, innovative, answerable, and worth answering. The document contrasts background and foreground clinical questions. It emphasizes formulating questions focused on a specific problem, intervention, comparator, and outcome. Different study types - observational (descriptive, analytical) and interventional - are outlined, including their advantages and disadvantages. Cross-sectional, cohort, and case-control observational study designs are described in detail.
Evidence-based applicability in clinical settingElhadi Miskeen
This document discusses the concept and application of evidence-based medicine (EBM). It begins by defining EBM as the integration of best research evidence, clinical expertise, and patient values. It then outlines the five steps of EBM: 1) formulating an answerable clinical question, 2) finding relevant evidence, 3) appraising the evidence critically, 4) applying the evidence to practice, and 5) evaluating performance. The document provides examples of formulating questions in PICO format and searching strategies. It also discusses study designs and hierarchies of evidence, emphasizing that randomized controlled trials provide the strongest evidence when evaluating interventions. The goal of EBM is to improve healthcare quality by incorporating valid and applicable research findings.
EBM Is the ability to access, asses and apply the best evidence from systematic research information to daily clinical problems after integrating them with the physician's experience and patient's value.
Similar to Fca30651 b07c-43be-a28a-80e171e7cca4 (20)
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by...Donc Test
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler Community Health Nursing A Canadian Perspective, 5th Edition TEST BANK by Stamler Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Study Guide Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Studocu Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Course Hero Community Health Nursing A Canadian Perspective, 5th Edition Answers Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Course hero Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Studocu Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Study Guide Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Ebook Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Questions Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Studocu Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Stuvia
Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
Does Over-Masturbation Contribute to Chronic Prostatitis.pptxwalterHu5
In some case, your chronic prostatitis may be related to over-masturbation. Generally, natural medicine Diuretic and Anti-inflammatory Pill can help mee get a cure.
ABDOMINAL TRAUMA in pediatrics part one.drhasanrajab
Abdominal trauma in pediatrics refers to injuries or damage to the abdominal organs in children. It can occur due to various causes such as falls, motor vehicle accidents, sports-related injuries, and physical abuse. Children are more vulnerable to abdominal trauma due to their unique anatomical and physiological characteristics. Signs and symptoms include abdominal pain, tenderness, distension, vomiting, and signs of shock. Diagnosis involves physical examination, imaging studies, and laboratory tests. Management depends on the severity and may involve conservative treatment or surgical intervention. Prevention is crucial in reducing the incidence of abdominal trauma in children.
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
1. Tutorial:
How to Form an
Answerable Clinical Question
If you have any questions about this material, please contact the Clinical
Effectiveness Education Specialist at x60396.
October 17, 2006
2. Learning Objectives
• Identify the model to create a well-built Clinical
Question
• Differentiate between the various Evidence-
Based Care Types of Questions / Study Designs
• Review Clinical Scenarios
3. There are five steps to providing
Evidence-Based Care (EBC):
1. ASK = Develop your answerable clinical question
2. ACQUIRE = Efficiently find the best evidence
3. APPRAISE = Critically evaluate the evidence for
its validity and usefulness
4. APPLY = Use the results of the appraisal in your
clinical practice
5. ASSESS = Evaluate your performance
Sackett DL, Straus SE,et al. Evidence Based Medicine: How to Practice and Teach EBM. 2nd
Ed. Churchill
Livingstone: Edinburgh, 2000.
You are
here
4. Efficiency is Key
• Finding the right information in the most efficient manner
is key to successfully practicing evidence-based decision
making.
• Knowing what key components to use in your search
strategy will help you develop that efficiency.
• These key components of interest are:
– Patient/Population
– Intervention/Exposure
– Comparison
– Outcome
5. The Well-Built Clinical Question:
“PICO” Model
• Patient / Population / Problem (among _____)
• Intervention / Exposure (does _____)
• Comparison (versus ______)
• Outcome (affect _______)
6. P = Patient/Population of Interest
• Who are the patients of interest?
• Is there a particular age group, gender or
population?
• What is the health concern?
• Example: For persons entering a health care
facility……
7. I = Intervention or Exposure
• What therapeutic, diagnostic, preventive or other
health care interventions are you interested in
knowing more about?
• What health care management strategies are
you interested in comparing?
• Example: For persons entering a health care
facility, is hand rubbing with a waterless, alcohol-
based solution…..
8. C = Comparison of Interest
• Is there a comparison to be evaluated against
the intervention?
• Only used if more than one intervention or if no
intervention is a factor.
• Example: For persons entering a health care
facility, is hand rubbing with a waterless, alcohol-
based solution, as effective as standard hand
washing with antiseptic soap…..
9. O = Outcome of Interest
• What is the desired outcome to be evaluated?
• How will the patient or population be affected, or
not affected, by the intervention?
• Example: For persons entering a health care
facility, is hand rubbing with a waterless, alcohol-
based solution, as effective as standard hand
washing with antiseptic soap for reducing hand
contamination?
Example from: DiCenso A, Guyatt G, Ciliska D. (2005). Evidence-Based Nursing: A Guide to Clinical
Practice. St. Louis, MO: Mosby.
10. • In addition to the PICO elements of your clinical
question, it’s important to know:
– What TYPE of question are you asking?
– What is the best STUDY DESIGN to search for to find
evidence to answer your clinical question?
• So let’s look at how to add these to the PICO
model….
11. P.I.C.O. (T.T.) Model
for Clinical Questions
T
T
O
C
I
P
What would be the best study
design/methodology?
Type of study you want to find
Therapy/Treatment, Diagnosis,
Prognosis, Harm/Etiology (may be
referred to as “domains” in PubMed)
What type of question are you
asking?
What can I hope to accomplish, measure,
improve or affect?
Outcome you would like to
measure or achieve
What is the main alternative to compare
with the intervention?
Comparison to Intervention
(if appropriate)
Which main intervention, prognostic factor,
or exposure am I considering?
Intervention, Prognostic Factor,
or Exposure
How would I describe a group of patients
similar to mine?
Patient, Population, or Problem
12. What type of question are you asking
and what will the evidence support?
• Therapy/Treatment questions:
evidence supports how to select
treatments to offer your patients
that do more good than harm and
that are worth the efforts and
costs of using them.
• Diagnosis questions: evidence
supports how to select and
interpret diagnostic tests, in order
to confirm or exclude a diagnosis,
based on considering their
precision, accuracy, acceptability,
expense, safety, etc.
• Prognosis questions: evidence
supports how to estimate your
patient’s likely clinical course over
time and anticipate likely
complications of the disorder.
• Harm/Etiology questions:
evidence supports how to identify
causes for disease (including its
iatrogenic forms).
Crumley, E, Koufoglannakis, D, Stobart, K. Teaching EBP, part 1. Case scenarios and the well-built
clinical question. Bibliotheca Medica Canadiana 2000: 22(2):80-84.
13. Double-Blind
Randomized Controlled Trial
Systematic Review/Meta
Analysis of RCT
Therapy/Treatment
Selection of treatments or interventions that do more
good than harm and that are worth the effort and cost
Randomized Controlled TrialsQuality Improvement
Randomized Controlled Trial,
Cohort Studies
Prevention
Cohort StudiesHarm/Etiology
Identification of causes or risk factors for disease
Cohort Studies,
Case Control,
Case Series
Prognosis
Estimation of a patient's likely clinical course over time
and anticipation of likely complications of disease
Controlled Trial
Systematic Review/Meta
Analysis of Controlled Trial
Diagnosis
Selection and interpretation of diagnostic tests, in
order to confirm or exclude a diagnosis, based on
considering their precision, accuracy, acceptability,
expense, safety, etc
Type of Study/MethodologyType of Question/Domain
Adapted from: Sackett et al.’s Evidence-Based Medicine: How to Practice and Teach EBM
14. Strength of Study Design: The
Evidence Pyramid
Highest
Strength
Lowest
Strength
http://library.downstate.edu/EBM2/2100.htm
Find the highest
strength of
evidence
available to
answer your
clinical question.
15. Limits of PICO (TT)
• This model works best for Therapy/Treatment &
Diagnosis questions.
• Remember, PICO (TT) is a model, not a rigid
structure.
16. • The next series of slides will present you with
clinical scenarios and ask you to identify for each:
– What is your clinical question in PICO format?
– What type of clinical question is this?
– What is the best study design to answer this type of
clinical question?
• Before advancing slides after each clinical
scenario, take a few moments to see if you can
answer the questions on your own.
17. Clinical Scenario #1
• On morning rounds in the Hem/Onc unit, a first year
resident turns to you for consultation. She wants to
discuss options for managing moderate nausea and
vomiting that result following chemotherapy. She shares
an experience a relative had taking ginger when
prochlorperazine didn’t provide effective relief and asks
for your input.
What is your clinical question in PICO format?
What type of clinical question is this?
What is the best study design to answer this type
of clinical question?
18. Answerable Clinical Question
Type of Question: Therapy/Treatment
Type of Study/Methodology: Double-Blind Randomized
Controlled Trial; Systematic Review/Meta Analysis of RCT
PICO:
• P – In patients receiving chemotherapy who are
experiencing moderate nausea and vomiting
• I – is the use of ginger
• C – as effective as prochlorperazine
• O – in reducing nausea and vomiting?
19. Clinical Scenario #2
• Traditionally, clinicians have used a conservative approach
to the diagnostic evaluation of head-injured infants, arguing
that infants are at increased risk of intracranial injury (ICI)
and that symptoms or signs of brain injury may not be
reliably present in those with ICI. A number of previous
studies have reported that a significant fraction of ICIs in
infants occur in patients with a normal neurological status
and with no signs or symptoms of brain injury. You want to
see how well clinical features predict ICI in infants.
What is your clinical question in PICO format?
What type of clinical question is this?
What is the best study design to answer this type of clinical
question?
Adapted from: Greenes D, Schutzman S. Clinical Indicators of Intracranial Injury in Head-injured Infants. Pediatrics 1999; 104 (4): 861-867.
20. Answerable Clinical Question
Type of Question: Diagnosis
Type of Study/Methodology: Controlled Studies;
Systematic Review/Meta Analysis of Controlled Studies
PICO:
• P – Among children with minor head injury
• I – does the use of CT scan
• C – versus other clinical findings
• O – affect identification and diagnosis of intracranial
hemorrhage?
21. Clinical Scenario #3
• A 2-year-old patient presents with a 12-month history of recurrent
wheezing, cough, dyspnea, and mucopurulent nasal discharge. There
are no smokers in the household, and all pets have been removed.
Antibiotics and antihistamines have been tried without sustained benefit.
Physical examination demonstrates normal growth and normal vital
signs. Thick yellow nasal discharge is noted, and bilateral expiratory
wheezes are heard on chest auscultation. This scenario raises multiple
questions, and the focus here will be: When is antibiotic therapy
indicated?
What is your clinical question in PICO format?
What type of clinical question is this?
What is the best study design to answer this type of clinical
question?
Adapted from: http://pedsinreview.aappublications.org/cgi/reprint/24/8/265.pdf
22. Answerable Clinical Question
Type of Question: Prognosis
Type of Study/Methodology: Cohort Studies
PICO:
• P – Among toddlers with recurrent nasal discharge
• I – does the use of antibiotics
• C –
• O – affect the probability of recurrence?
23. Clinical Scenario #4
• The traditional view of withholding feeds in VLBW infants
has recently been challenged. Provision of trophic feeds
has been found to result in faster maturation of the gut,
making it much more receptive for subsequent enteral
feeds. You’ve been asked to find the evidence on
whether feeds should be administered fast or slow to this
vulnerable population.
What is your clinical question in PICO format?
What type of clinical question is this?
What is the best study design to answer this type
of clinical question?
24. Answerable Clinical Question
Type of Question: Therapy/Treatment
Type of Study/Methodology: Systematic Review/Meta
Analysis of Double-Blind Randomized Controlled Trials
PICO:
• P – Among very low birth weight infants,
• I – are slow enteral feeds
• C – vs. fast enteral feeds
• O – better tolerated
25. Clinical Scenario #5
• Working on the Developmental Assessment Team for
school-aged children of mothers who used cocaine
during their pregnancy, you are interested in learning the
developmental outcomes for these children as they
begin school compared to children not exposed to
cocaine during pregnancy.
What is your clinical question in PICO format?
What type of clinical question is this?
What is the best study design to answer this type
of clinical question?
26. Answerable Clinical Question
Type of Question: Harm/Etiology
Type of Study/Methodology: Cohort Studies
PICO:
• P – (controlling for confounding factors) Do otherwise
healthy children
• I – exposed in utero to cocaine,
• C – compared to children not exposed to cocaine
• O – have increased incidence of learning disabilities
at age six years?
27. Clinical Scenario #6
• Forced use, or constraint-induced movement therapy
(CIMT) has shown some efficacy in the rehabilitation of
adults with chronic hemiparesis as a result of stroke. You
are asked to provide a Lunch and Learn for your
department on the use of CIMT versus conventional
PT/OT therapy to improve outcomes for the
management of hemiparesis associated with cerebral
palsy in pediatric patients.
What is your clinical question in PICO format?
What type of clinical question is this?
What is the best study design to answer this type
of clinical question?
28. Answerable Clinical Question
Type of Question: Therapy/Treatment
Type of Study/Methodology: Double-Blind Randomized
Controlled Trial
PICO:
• P – Among children receiving PT/OT for the
management of hemiparesis associated with cerebral palsy
• I – does constraint induced therapy
• C – compared to conventional PT/OT therapy
• O – improve outcomes (motor skills / function)?
29. In Summary
• Finding the right information in the most efficient manner is
key to successfully practicing evidence-based decision
making.
• Using the PICO model to determine your clinical question
will help you develop that efficiency.
• Knowing what TYPE of clinical question you are asking will
help you know what is the best study design to provide
evidence to answer your clinical question.
30. For more information on instructor-led EBC education, please
contact the Clinical Effectiveness Education Specialist at X60396.
• EBC 101 (one hour):
• This workshop is an introduction to the basics of Evidence-Based Care
and the implementation tools at CCHMC to assist in making the best
evidence-based care decisions for patients.
• How to Form an Answerable Clinical Question (one hour):
• This workshop is designed to guide the development of clinical
questions, which will define the criteria for a more precise electronic
literature search. The PICO model will be presented.
• Electronic Literature Search (two hours)
• This hands-on workshop is led by Masters prepared Librarians. They
will present the basic skills and the various available resources at
CCHMC which are essential to a successful literature search to find the
best evidence.
Continued…….
31. For more information on instructor-led EBC education, please
contact the Clinical Effectiveness Education Specialist at X60396.
• Critical Appraisal of Treatment Literature (one and a half hours):
• This workshop describes the process of deciding whether a given treatment
study is valid and can answer a specific clinical question. Also included will be a
discussion of key concepts such as: Event Rates, Relative Risk, Absolute Risk
Reduction, and Number Needed to Treat.
• Critical Appraisal of Diagnosis Literature (one and a half hours):
• This workshop will focus on the concepts of Sensitivity, Specificity, Predictive
Values and Likelihood Ratios that can help assess the validity of diagnostic
research results. Additionally it will address how to apply the results to the
patient.
• Systematic Review and Meta-Analysis (one and a half hours):
• Systematic Reviews are comprehensive reports of all available evidence related
to a specific question, including critical appraisal of study methods and results.
• Meta-analysis are systematic reviews that use quantitative methods to
summarize the results. This workshop will provide attendees with the skills to do
both.
32. Acknowledgement
• With sincere thanks to the members of the
Center for Health Policy & Clinical
Effectiveness who provided valuable input
to the creation of this tutorial.