Whether or not to teach from an evidence based practice framework (EBP) is no longer a question. It is a mandate. This presentation will describe two strategies you can use to facilitate students' learning from an EBP perspective whether you teach research or clinical courses. These strategies may also be used for staff education in clinical settings. The level of difficulty of each strategy may be varied based on the education and experience of the students/health care professionals you are teaching. Both strategies may also be used as either classroom exercises, homework assignments, or graded papers. The first strategy is aimed at helping students learn how to critique more than one primary study at a time (in other words, a research base). The exercise is called "Apples or Apples and Oranges" and helps students to identify whether studies belong in the same research and are relevant to answering a focused clinical question. The second strategy, which will be presented, focuses on assessing the validity of practice protocols. Related exercises, which can be used for both undergraduate and graduate students will be presented.
Back to How to Teach Evidence-Based Practice: That is the Question!
Back to International Evidence-Based Practice Preconference
Sigma Theta Tau International
9 July 2003