Making Decision-Making Visible—Teaching the Process of Evaluating Interventions

Abstract

Significant efforts in the past decades to teach evidence-based practice (EBP) implementation has emphasized increasing knowledge of EBP and developing interventions to support adoption to practice. These efforts have resulted in only limited sustained improvements in the daily use of evidence-based interventions in clinical practice in most health professions. Many new interventions with limited evidence of effectiveness are readily adopted each year—indicating openness to change is not the problem. The selection of an intervention is the outcome of an elaborate and complex cognitive process, which is shaped by how they represent the problem in their mind and is mostly invisible processes to others. Therefore, the complex thinking process that support appropriate adoption of interventions should be taught more explicitly. Making the process visible to clinicians increases the acquisition of the skills required to judiciously select one intervention over others. The purpose of this paper is to provide a review of the selection process and the critical analysis that is required to appropriately decide to trial or not trial new intervention strategies with patients.

Current Technology Developments Can Improve the Quality of Research and Level of Evidence for Rehabilitation Interventions: A Narrative Review

“…We think that if we improve EBP by integrating its different components, clinicians would be more likely to support it and use it in their practice. It is also important to teach clinicians about the importance of this process [ 108 ].…”

Current Technology Developments Can Improve the Quality of Research and Level of Evidence for Rehabilitation Interventions

“…We think that if we improve the EBP by integrating the different components in there, the clinicians would be more likely to support it and use it in their practice. It is also important to teach the clinicians about the importance of this process [75].…”