presented by Janet Patterson
Financial: Dr. Patterson receives compensation from MedBridge for this course. Dr. Patterson is employed by VA Northern California Health Care System.
Non-Financial: Dr. Patterson is a member of the executive board of the Academy of Communicative Disorders and Sciences.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
Janet Patterson, PhD, CCC-SLP
Janet Patterson, PhD, CCC-SLP, is Chief of the Audiology and Speech-Language Pathology Service at the VA in Northern California. Prior to that she held academic positions as faculty member, associate dean and department chair at California State University East Bay, Central Michigan University, and Michigan State University. With co-editor, Patrick Coppens, PhD, CCC-SLP, she published…Read full bio
1. Defining Evidence
Evidence appears in multiple forms and it is crucial that clinicians understand the types of evidence as well as information that is not considered evidence. This chapter defines various forms of evidence and gives examples of information that may be important, such as opinion, but which is not evidence.
2. Locating Evidence
Evidence appears in many forms, such as reports of original clinical research, synthesized research reports, practice-based evidence, and anecdotal evidence, all of which are readily available at libraries, professional repositories, and on the Internet. This chapter describes the locations of evidence, how to access those locations, and the types of evidence within them. It also reviews how to conduct as precise a search as possible to maximize results and minimize search time as well as potential factors impeding an efficient search.
3. Evaluating the Quality of the Evidence
Evidence has proliferated in its various forms. Not all evidence is of the highest quality or will give the user confidence in incorporating recommendations from evidence into clinical practice, and clinicians must be able to make a judgment about the evidence. Many systems exist to evaluate evidence; the challenge is to select the evaluation system that best matches the evidence. Several of these systems will be reviewed in this chapter and their application demonstrated.
4. Evidence-Based Practice and Practice-Based Evidence
The term evidence-based practice (EBP) is likely familiar to listeners, as it has been at the forefront of evidence evaluation for several years. The primary activity in EBP is gathering information from specific sources (e.g. relevant literature) for review. One might consider EBP a top-down process. In contrast, practice-based evidence (PBE) examines current clinical practice that utilizes rigorous research design principles to gather data about current practice, answer questions that arise from that practice, and subsequently inform future practice. This chapter will describe the principles of PBE and describe a few examples of application.