Evidence-Based Practice II: Faculty & Curriculum Development

循证实践二：教师

• 批准号: 8119733
• 负责人: Mitchell Haas
• 金额: $ 21.47万
• 依托单位: UNIVERSITY OF WESTERN STATES
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-08-01 至 2013-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8119733
• 关键词: Address; Attention; Attitude; Biometry; Caring; Chiropractor; Clinic; Clinical; Communities; Complementary and alternative medicine; Development; Educational Curriculum; Educational process of instructing; Educational workshop; Elements; Ensure; Epidemiology; Evidence based practice; Faculty; Focus Groups; Goals; Grant; Headache; Health Sciences; Individual; Institutes; Institution; Knowledge; Learning; Mentors; Methods; Monitor; Oregon; Pathway interactions; Patient Care; Patients; Performance; Process; Program Development; Program Evaluation; Program Sustainability; Protocols documentation; Resources; Series; Societies; Students; Surveys; System; Textiles; Training; Training Programs; Universities; Update; Work; chiropracty; clinical application; college; design; improved; innovation; instructor; instrument; literate; meetings; member; outreach; programs; public health relevance; satisfaction; skills; success; symposium; text searching; tool

DESCRIPTION (provided by applicant): Western States Chiropractic College (in conjunction with the Oregon Health & Science University) has successfully implemented the 1st version of the new EBP curriculum and initial training of the faculty. The principal goal of this grant renewal will be to build upon and improve the new EBP curriculum and to integrate it more seamlessly into the institutional and cultural fabric of the College so that gains made during the first grant cycle are sustained. To achieve this goal, further attention must be paid to ensuring program sustainability, broadening faculty EBP skills and involvement, disseminating EBP processes and products to the chiropractic and CAM communities, enhancing the application of EBP methods at the clinical level, and continuing program evaluation. To this end, five aims have been identified with a number of projects to accomplish them. Aim 1 is to assess, revise, and manage the new EBP curriculum. This will be accomplished through three projects. The EBP curriculum developed in the first grant will be assessed and updated. Faculty teaching EBP learning modules will coordinate class assignments and address gaps/overlap. Support tools will be developed and maintained for use by students and instructors. Aim 2 is to enhance the faculty development program with three projects. Advanced faculty EBP training will include course seminars in literature search and critical appraisal, teaching strategies, and biostatistics. A faculty mentoring program will be developed to address the needs of the individual faculty members. A self- directed, mentor-assisted program for new faculty will also be developed to cover required EBP skills. Aim 3 is to increase professional outreach. A conference will be presented on EBP teaching and program development for complementary and alternative medicine (CAM) institutions. Postgraduate seminars will also be conducted on application of EBP for practicing chiropractors and other CAM practitioners. Aim 4 is to expand clinical application of EBP by developing a care pathway for patient care. Faculty will use EBP principles to create protocols for assessing and managing commonly seen headaches for specific use in our chiropractic clinic system. Aim 5 is to evaluate the EBP program. We will continue to assess student knowledge, attitudes, and skills using instruments from the first grant; we will develop new instruments to evaluate EBP practice and barriers for alumni. We will assess student and faculty satisfaction with EBP training. Finally, we will monitor program implementation in the classroom and clinic system. The program is innovative in that, rather than renovating a single course in EBP or course series, it seeks to integrate EBP skills and knowledge across an entire curriculum, and to simultaneously develop an EBP- literate college faculty as opposed to simply developing a few content experts. Success of such a program could have a significant impact on how chiropractic colleges approach teaching EBP. PUBLIC HEALTH RELEVANCE: This grant will enhance the training of chiropractic students in evidence-based practice (EBP). Through resources made available through this grant, chiropractors and other complementary and alternative medicine practitioners will develop greater EBP skills. They will be better able to apply the best available care to their patients to the benefit of society.

描述（由申请人提供）：西部州脊椎按摩学院（与俄勒冈健康与科学大学合作）已成功实施第一版新 EBP 课程和教师初步培训。此次赠款更新的主要目标是建立和改进新的 EBP 课程，并将其更无缝地融入学院的制度和文化结构，以便维持第一个赠款周期中取得的成果。为了实现这一目标，必须进一步关注确保项目的可持续性、扩大教师 EBP 技能和参与、向脊椎按摩疗法和 CAM 社区传播 EBP 流程和产品、加强 EBP 方法在临床层面的应用以及持续的项目评估。为此，确定了五个目标并通过一些项目来实现这些目标。目标 1 是评估、修订和管理新的 EBP 课程。这将通过三个项目来完成。第一笔拨款中开发的 EBP 课程将得到评估和更新。教授 EBP 学习模块的教师将协调课堂作业并解决差距/重叠问题。将开发和维护支持工具以供学生和教师使用。目标 2 是通过三个项目加强教师发展计划。高级教师 EBP 培训将包括文献检索和批判性评估、教学策略和生物统计学方面的课程研讨会。将制定教师指导计划来满足个别教师的需求。还将为新教师开发一个自我指导、导师协助的计划，以涵盖所需的 EBP 技能。目标 3 是扩大专业范围。将召开关于补充和替代医学 (CAM) 机构的 EBP 教学和项目开发的会议。还将为执业脊椎按摩师和其他 CAM 从业者举办关于 EBP 应用的研究生研讨会。目标 4 是通过开发患者护理的护理途径来扩大 EBP 的临床应用。教师将使用 EBP 原则来制定评估和管理常见头痛的方案，以供我们的脊椎按摩治疗诊所系统使用。目标 5 是评估 EBP 计划。我们将继续使用第一笔资助的工具来评估学生的知识、态度和技能；我们将开发新的工具来评估 EBP 实践和校友面临的障碍。我们将评估学生和教师对 EBP 培训的满意度。最后，我们将监控课堂和诊所系统中的计划实施情况。该计划的创新之处在于，它不是对 EBP 或课程系列中的单一课程进行翻新，而是寻求将 EBP 技能和知识整合到整个课程中，并同时培养一支具备 EBP 素养的大学教师，而不是简单地培养一些内容专家。这样一个项目的成功可能会对脊椎按摩学院如何教授 EBP 产生重大影响。 公共卫生相关性：这笔赠款将加强对脊椎按摩疗法学生的循证实践 (EBP) 培训。通过这笔赠款提供的资源，脊椎按摩师和其他补充和替代医学从业者将发展更好的 EBP 技能。他们将能够更好地为患者提供最好的护理，造福社会。