Evolving Trends in Evidence Based Practice: Use of Internet to Retrieve Evidence at Point of Care

Bhargava, Deepa; Al-Abri, Rashid; Bhargava, Kamlesh

doi:10.5001/omj.2010.41

Cited by 2 publications

(9 citation statements)

References 7 publications

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“…This is exemplified through the encouraged practice of innovative evidence‐based procedures. Trends in the increased utilization of evidence‐based health care suggest an augmented reliance on peer‐reviewed scientific literature (Montori and Guyatt, ) that is accessed increasingly from online sources—a potentially overwhelming terrain to navigate (Bhargava et al, ). Therefore, students in allied health professions such as dental hygiene would be better prepared for this specific workplace expectation if they received formal training on how to properly research and review scientific literature to formulate evidence‐based conclusions.…”

Section: Introductionmentioning

confidence: 99%

Using guided inquiry and the information search process to develop research confidence among first year anatomy students

Bentley

Robinson²,

Ruscitti

2015

Anatomical Sciences Ed

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With the growing volume of obtainable medical information and scientific literature, it is crucial that students in the field of allied health professions develop and refine the research skill set necessary to effectively find, retrieve, analyze, and use this information. This skill set can be effectively developed using student inquiry; an active learning process where students answer questions using research and data analysis. Therefore, with the pedagogical goal of developing information literacy among a cohort of allied health professional trainees, first year students studying human anatomy completed inquiry-based projects that were structured within the framework of the Information Search Process. This article thoroughly describes the conceptualization, creation, improvement, implementation, and assessment of the projects beginning with version one, the Student Inquiry Projects. Following a pilot of the Student Inquiry Projects various evidence-based improvements resulted in the final project version called the Inquiry Guided Learning Projects (IGLPs). A full assessment of the IGLPs revealed that students' self-perceived confidence improved for all tested research skills including: research question development, research question selection, exploration of peer-review literature, acquisition of resources, effective communication of results, and literature citation (all P < 0.05). Furthermore, six months following project completion students retained improved confidence in research question development and effective communication of results, with 90% of students indicating the IGLPs were directly responsible for these improvements. By guiding students through the Information Search Process, the IGLPs successfully developed research confidence among allied health trainees.

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Section: Introductionmentioning

confidence: 99%

Using guided inquiry and the information search process to develop research confidence among first year anatomy students

Bentley

Robinson²,

Ruscitti

2015

Anatomical Sciences Ed

View full text Add to dashboard Cite

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“…This has created a need for those dedicated to patient care to develop a commitment to asking well-formed clinical questions prior to seeking answers from contemporary resources and incorporating the published findings into the decision-making process (Starkey, et al, 2010). Bhargava, Al-Abri, and Bhargava (2010) found that physicians often resolve day-to-day practice dilemmas by consulting their peers or reference books. Their study also found that many physicians will have questions after patient consultations, but they may not search for an answer.…”

Section: Evolution Of Researchmentioning

confidence: 99%

“…Their study also found that many physicians will have questions after patient consultations, but they may not search for an answer. Fourty-nine percent of the physicians surveyed agreed that a lack of knowledge about medical aspects of certain cases was the main cause of errors by family physicians (Bhargava, Al-Abri, & Bhargava, 2010). However, advances in technology has made evidence more accessible and incorporation into practice more likely.…”

Section: Evolution Of Researchmentioning

confidence: 99%

“…Literature may provide answers to new and unfamiliar clinical problems that arise in the clinic. Bhargava et al (2010) states that "Access to knowledge through the internet has spawned a world of online learning, stimulating a new passion for life-long learning in academia, professional environments, work place and at home" (p. 145). The computerization of information, initially bibliographies and then entire journals, along with increased access to the internet allows practitioners to search scientific literature for answers (Rahman & Applebaum, 2010).…”

Section: Evolution Of Researchmentioning

confidence: 99%

“…The computerization of information, initially bibliographies and then entire journals, along with increased access to the internet allows practitioners to search scientific literature for answers (Rahman & Applebaum, 2010). The internet is used in evidence based practice to solve clinical dilemmas, resolve differences of opinion, and improve patient management outcomes, standards of care and education (Bhargava, et al, 2010).…”

Section: Evolution Of Researchmentioning

confidence: 99%

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Barriers, Facilitators, and Frequency of Evidence Based Practice Use in Athletic Training

Boehke¹

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Barriers, Facilitators, and Frequency of Evidence Based Practice Use in Athletic Training Michael J. Boehke Many professions, including medicine, engineering, and design, have embraced the notion of using research to making informed decisions, thus increasing client satisfaction. Called evidence based practice (EBP) in Athletic Training; the concept is viewed as a means to promote the profession, not only through improved patient care, but also through increasing the reputation of athletic trainers as cost-effective health care providers. Over the past two decades, EBP has become a common term and subject of study. However, the extent of research regarding barriers and facilitators to the use of EBP within athletic training lags behind that of other health care professions. The objective of this study was to advance the knowledge of barriers and facilitators of EBP that practitioners face so that others can use this information to promote a change in educational proactices used to encourage research use among Athletic Trainers. The instrument consisted of the Barriers to Research Utilization Scale (BARRIERS Scale), a scale of facilitators, a series of questions regarding frequency of EBP and research utilization, and demographic questions. The survey was completed by 313 Athletic Trainers listed as Certified-Regular members of the National Athletic Trainers' Association (NATA). The results indicated that the three greatest barriers to EBP in athletic training include a feeling of being overwhelmed by the amount of research information (M = 3.18, SD = 1.23), a lack of time to read research (M = 3.12, SD = 1.32), and facilities that are inadequate for implementation (M = 3.12, SD = 1.20). The three greatest facilitators were found to be an increased budget for continuing education courses, workshops, or presentations (M = 4.08, SD = 1.11), the availability of research that is applicable to the clinician's needs (M = 4.02, SD = 0.92), and research that is clinically focused and relevant (M = 3.86, SD = 1.01). The study found a number of similarities to barriers and facilitators identified by studies previously conducted with other health care professions. However it also found a number of topics that differed from that of previous studies, such as the feeling of not having the authority to change patient care was found to be the least likely barrier to research utilization (M = 2.38, SD = 1.30). The study also found that athletic trainers need further knowledge and experience with the steps to evidence-based practice as the first and arguably most important step, formulating an answerable question, was found to be among the steps least frequently completed (M = 3.13, SD = 0.94). Professionals may also benefit from a greater understanding of how to critically appraise the quality of research as this step was completed least frequently (M = 2.78, SD = 1.02). This research may provide many contributions to the field of athletic training as it is the first to identify the barriers and facilitators to research utilizatio...

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Evolving Trends in Evidence Based Practice: Use of Internet to Retrieve Evidence at Point of Care

Cited by 2 publications

References 7 publications

Using guided inquiry and the information search process to develop research confidence among first year anatomy students

Using guided inquiry and the information search process to develop research confidence among first year anatomy students

Barriers, Facilitators, and Frequency of Evidence Based Practice Use in Athletic Training

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