By Wendy L. Hurley PhD ATC CSCS, Craig R. Denegar PhD PT ATC, Jay Hertel PhD ATC FACSM
Study tools: A Framework for Evidence-Based scientific perform is written in particular for college kids and practitioners in allied wellbeing and fitness care professions that deal with sufferers with circulation boundaries, corresponding to actual treatment and athletic education. Following the text's transparent, easy-to-follow assistance, readers will fast how to assemble, learn, interpret, determine, and practice learn to medical perform. most significantly, they're going to observe how an evidence-based strategy will increase medical results of their personal practice.
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Extra resources for Research Methods: A Framework for Evidence-Based Clinical Practice
The research methods and thus the data analysis are markedly different for prevention and diagnostic studies thus requiring separate approaches. The same can be said for treatment outcomes, particularly with a disablement model. Students and practitioners alike may fumble with these issues along with the questions of what constitutes evidence and how the strength of evidence can be weighed, interpreted, and applied. These issues will be covered in detail in Chapter 15, which explores the concept of “evidence” as it applies to the advancement of health care practice and patient care, but before we get ahead of ourselves let us first consider the role of evidence in defining and advancing clinical practice.
By comparison, to persons untrained in navigational skills, a topographic map may appear overly detailed and confusing if the contour lines offer no meaning. 97689_c02 01/07/10 3:44 PM Page 23 CHAPTER 2 How to Read Research: Evaluating Research Articles 23 To persons skilled at interpreting and using research articles, the headings of a scientific article indicate the type of information to expect in the various sections of a research article. The section headings provide structural organization and designate the location of distinctive information, thus informing the trained reader about what to expect in each section of the article.
Diagnostics is an obvious issue because of the fact that without identification the next piece (treatment) is meaningless. The other issue is cost containment. The research methods and thus the data analysis are markedly different for prevention and diagnostic studies thus requiring separate approaches. The same can be said for treatment outcomes, particularly with a disablement model. Students and practitioners alike may fumble with these issues along with the questions of what constitutes evidence and how the strength of evidence can be weighed, interpreted, and applied.