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What is Evidence-Based Clinical Practice?

What is Evidence-Based Clinical Practice?

Palmer's strategy for focused curricular change to improve patient care
Fall 2011


My Patient Has Recurrent Knee Pain—How Can I Prevent Future Episodes?

AUTHORS: Michael Tunning, D.C., A.T.C., and Robert Vining, D.C.

The Palmer Center for Chiropractic Research conducts studies at facilities on each Palmer campus, including the William and Jo Harris Building on the Davenport Campus.
William and Jo Harris building

A 24-year-old female has decided to once again join her friends and run a half marathon in a fundraising event. She restarted a running program and is experiencing a dull ache at the anterior knee. She has sought care periodically for the same symptoms during the past few years. Her pain has progressed in the past week to bother her mildly while walking up the stairs to her office. She has also noticed mild stiffness while walking at the end of the day. She doesn’t want to stop training because she fears she will lose ground with her exercise program. She doesn’t feel that the pain is too debilitating yet, and is seeking your advice and care. She asks if she can incorporate into her program therapeutic exercise aimed at reducing pain and preventing her condition from worsening. In this article, Drs. Tunning and Vining review a research article to determine its applicability in developing a treatment plan for this patient.

The entire article can be found at: JACA Online (April 2011; 48(3):15-18). This article is one in the recurring column written by Palmer College faculty titled “Evidence in Action.”

Integration of Evidence-Based Clinical Practice into a Basic Science Course

AUTHOR: Lia Nightingale, Ph.D.

Introduction: Evidence-based clinical practice (EBCP) has permeated every healthcare profession, including chiropractic. The focus of this project was to incorporate EBCP concepts into a first trimester nutritional biochemistry course at a chiropractic institution. Course learning outcomes were changed to integrate EBCP concepts, including interpretation of relative risk, absolute risk, odds ratios, and number needed to treat. Methods: Four complete lectures were developed to teach EBCP concepts and its functionality in a chiropractic practice. Several new slides were added to each previously taught lecture to illustrate the importance of EBCP throughout the course. Quiz and exam questions were written to reflect the new material, and an assignment was developed to guide students in the process of using evidence in practice via the four A’s (ask, acquire, appraise, and apply). Results: Initial examination illustrated improved student performance on exam questions and written papers, but further assessment is required.

The complete abstract and other evidence-based clinical practice abstracts can be found in The Journal of Chiropractic Education Spring 2011;25(1).

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