Introduction to Evidence Based Practice

at National University of Health Sciences

Evidence Based Practice at NUHS
Barbara M. Sullivan, Ph.D. Essential EBP for Complementary and Alternative Medicine Study and
Practice Guide. 2009.

What is “Evidence-based Practice?”

The Benefits of Evidence Based Practice
Evidence Based Practice in Action at NUHS

What is “Evidence-based Practice?”

Evidence based practice (EBP) can be defined generally as “using research information
and documented, supported facts (evidence) to support or determine a critical decision
or judgment.” EBP encompasses professional practice of all kinds:
• law,
• education,
• journalism,
• health care...

The Roots of Evidence Based Health Care

For the health care professions, evidence based practice

(EBP), is not a new fad. In fact, the roots of evidence based
health care philosophically reach back to the mid-19th century
to the “Age of Enlightenment” and the use of scientific method
when physicians and scientists applied scientific inquiry and
research methodology to medical issues. In fact, some
advocates of using strong evidence to support health care
decisions argue that evidence based practice dates back to the
European Renaissance, centuries old Oriental medicine and
even the early Greek civilization when scientists used observation, experience,
experimentation and documentation to diagnose, treat and determine causes of disease
and illness.

Evidence-based medicine (EBM) became a movement unto its own in the 1970s when
Dr. Archie Cochrane1 led a global movement to use substantiated epidemiological
information and well-designed research studies, in particular, the randomized controlled
trial (RCT) design, to develop effective and efficient diagnostic tools and therapy plans.2

Cochrane reasoned that because resources – time, people, money -- would always be
constrained and limited, the health care profession should provide health services shown
to be effective, in turn, proven to be reliable, efficient and economical. He emphasized
relying on properly designed, solid, scientific evaluations and research studies as
sources of information and evidence, and promoted the use of randomized controlled
trials (RCT) because standardized, highly structured RCTs were likely to provide much
more reliable, solid information than other sources of evidence.1

1
1970’s: Dr. Archie Cochrane 3

Resources are always limited

Use resources wisely

Provide health care shown to be effective using:
o substantiated epidemiological information
o research studies representing properly designed
evaluations
o well designed randomized controlled trials (RCT)
www.cochrane.org

In the 1980s and 90s, a team of medical professionals from Oxford, McMaster
University, Duke and other medical universities, led by David Sackett defined evidence
based medicine (EBM), also known as evidence based health care (EBHC) and
evidence based practice (EBP) as having three essential components.4-6

1. The best available evidence supported by research

“… the conscientious, explicit, and judicious use
of the best evidence in making decisions about
the care of individual patients.”
EBP
2. Patient values
“… “thoughtful identification and compassionate use of
individual patients' predicaments, rights, and
preferences.”
3. Clinical expertise
"…Without clinical expertise, practice risks becoming
tyrannised by evidence, for even excellent external
evidence may be inapplicable to or inappropriate for an
individual patient.” 4

“Evidence-based practice," "evidence-based medicine," "evidence-based healthcare,"

evidence-informed practice (EIP), and similar terms all revolve around using the highest
quality basic and clinical research information to make a well-formed decision regarding
a patient's well being along with the experience and expertise of the health care provider
and the patient’s informed preferences. At the same time, evidence-based practitioners
point out that being evidence-based does not mean “evidence-enchained” or evidence-
restricted.7

Evidence Based Practice is an important activity for medical practice,

not just a definition.

True evidence based practice involves more than just using research literature to
determine or support a diagnosis or therapy. EBP “is an approach to [health care and]
medical practice8
in which you (the clinician)
are able to evaluate
the strength of that evidence and
use it in the best clinical practice
for the patient sitting in your office.”
(Mayer 2004)
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Why is evidence based practice important in the real world?

While academics and health care professionals argue nuances and weighting of the
essential EBP components,9-11 the benefits of evidence-based health care practice are
clear: effective, efficient, and optimum care for a specific patient,12-16 bridging and closing
clinicians’ knowledge gaps efficiently,17-21 better provider-patient relationships including
improved patient participation, adherence to instructions, and retention;22-24 support of
professional competency through efficient continuing education,25-28 and more efficient
reimbursement of costs based on effective diagnoses and treatments.6,29-31

Benefits of Evidence Based Practice:

12-16

Effective, efficient, and optimum care for a specific patient
17-21

Bridging and closing clinicians’ knowledge gaps efficiently

Enhanced provider-patient relationships including improved patient participation,
adherence to instructions, and patient retention22-24

Supports professional competency through efficient continuing education,
managing the need to “keep up” and the increasing volume of medical
information25-28

More efficient reimbursement of costs based on effective diagnoses and
treatments, answering challenges to clinical decisions with strong research
evidence6,29-31

Supports patients with well-researched health care questions and the desire to
participate in their own health management

EBP is a necessity, not just a “nice-to-do”

“Passion, enthusiasm, and philosophy are great. However, the need for evidence-based
clinical decision making is growing stronger.”
Dr. Christopher Wolcott
Instructor, Evidence Based Practice,
National University of Health Sciences
Southport Grace Wellness Center, Chicago, IL
2003 NUHS graduate

Professional health care practitioners encounter:

“Scientific uncertainty”

Increase in medical information

The need to “keep up” efficiently and continuing
education

Patients with well-researched questions

Doctor-patient relationship needs

Challenges to support clinical decisions with strong
research evidence

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Evidence-based health care decisions support effective, efficient patient centered care

The use of evidence while relying on the health care professional to integrate and implement
decisions and therapies for their patients in clinical settings leads to more effective, efficient and
patient centered care. Lockwood, et al. demonstrated that integrating evidence-based decision
making into routine hospital based practice resulted in utilizing and following treatment
guidelines based on published evidence. Health care providers documented improved patient
care and appropriate changes in practice.32

Similarly, Straus and others measuring the effect of an EBM educational program in a
community hospital found that after health care providers received training in evidence-based
practice and when resources were provided to support evidence-based decision-making,
patients were more likely to receive therapies proven to be beneficial through strong research
studies, particularly randomized, controlled trials (RCTs).24

EBP skills help close the knowledge gap and bridge “scientific uncertainty.”

In a study to determine the information needs of doctors, experienced clinicians encountered

some aspect of scientific uncertainty three times for every two patients.22,33-36 Interns &
residents encountered uncertainty up to five times per patient in a similar studies.6,37

Questions generated by patient encounters included34,36:

What is the best therapy for this particular patient?

What is the patient specific diagnosis?

Is a specific diagnostic test useful or more useful than…?

What is the prognosis for this patient?

What is the etiology of this disorder?

Will this help or harm?

Is this therapy efficacious and cost effective?

To answer patient generated clinical questions, 30% of physicians typically turned to22

Textbooks

Colleague

Computer application/Internet

Medical records or

Hospital information system

“Refrigerator notes”

Sackett et al. found that 60% of the clinical questions generated on grand rounds at McMaster
needed a structured search for information & evidence.5 Ely’s results were similar.22,35,36

4
Despite significant benefits to the health care provider, consumers, and overall health care
system, there remains a “chasm between real evidence-based health care practice and what
has proven to be most effective and efficient”38 (see also29,30). Several studies found that only
about 55% of the clinical questions that needed a formal search were followed up.

Health care providers have cited significant obstacles to the practice of evidence-based health
care: the lack of essential EBP skills;22,30,35,39-46 doubt that relevant or complete answers exist;47
the increasing volume of published evidence and lack of access to the evidence;47-49 the lack of
time to pursue answers;22 and the lack of institutional or environmental support.28,50 In addition,
while EBP begins and ends with a patient4,8 not all patient visits elicit clinical questions requiring
a search of the literature or critical appraisal.22,47,51

The reasons cited by professionals regarding why they did not follow up on questions were:22,35

Doubt that the answers existed

Lack of time to pursue answers

Lack of confidence in skills to find answers

Lack of access to good journals, resources

Cost (subscriptions, literature access, time)

Lack of applicability or reliability of information

Too much information (not enough time to sift through information)

However, Michaud, Straus and others researching professionals’ use of medical literature and
research studies found that:28,52,53

Of 145 cases and clinical decisions analyzed,

only 22 cases could not be supported
with a published research study
from the medical literature

Addressing the concerns that when research could be found, it may not be applicable to the
patient situation, researchers found

Of 520 clinical questions for which answers were sought in the

medical literature:
• 53% confirmed the clinical decision
• 47% changed the clinical decision.54

In 71 information searches to answer clinical questions

generated on medical rounds:
• 37 (52%) confirmed the management decision
• 18 (25%) lead to a new therapy or diagnostic test
• 16 (23%) corrected a previous plan.28

And the target time range for finding these answers was
15 seconds to 30 minutes.6

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Managing the increase in medical information, research and evidence can be efficiently
accomplished using evidence based practice skills

The increasing volume of medical

literature affects every person aiming to
find medical information or to keep up 90,000
with the latest information. A simple 80,000
search of the term “diabetes” on 70,000
60,000
PubMed by decade from 1950 to the
50,000
present illustrates the phenomenal 40,000
increase in the number of peer 30,000
reviewed scientific items regarding 20,000
current health issues. Peer-reviewed 10,000
scientific literature regarding diabetes 0
1951-60 1961-70 1971-80 1981-90 1991-2000 2001-2007
more than doubled each decade, up to
and including the present decade with
no signs of slowing down.

14,000 12505
13,000 Results from a simple search of the terms
12,000
11,000
“low back pain” in PubMed by decade from
10,000 1950 to the present show the number of
9,000
8,000
peer reviewed scientific items associated
7,000 5403 with “low back pain” as a search term
6,000 4862
5,000 generates currently over 1,000 items per
4,000
3,000 1409
year. Searching specific chiropractic
2,000 145 143 429 literature that is not included in PubMed
1,000
0 using CAM databases increase the number
1951-60 1961-70 1971-80 1981-90 1991-2000 2000-2007 total
of high quality, peer-reviewed articles.

Effective learning and efficient continued education can be accomplished using evidence
based practice skills.

Medical professionals skilled in EBP followed by

Sackett and McMaster University researchers
were up-to-date for 10 to 15 years post-grad
versus for “control cohort” given no EBP
training.6,55,56

The time allocation for continuing education and
question follow-up was 30 - 60 min per week.6

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Evidence based practice supports the doctor patient relationship.

With access to the internet, patients do their own research.

Forty million Americans use the Internet as their “primary
source of news and information about science”, according to
the Pew Internet and American Life Project.57

Not only do health care professionals need to keep up with the

professional literature, but they also need to keep up with the
information, substantial or not, that their patients are finding,
reading and questioning.

Patients have expectations and ask specific

questions. If you want your patients to follow
your recommendations for care, you will need to
back them up with more than your opinion.”
-C. Wolcott, DC

Evidence Based Practice Retains Patients22

Self-reported “non-expert” physicians randomly selected for the study pursued 55% of
clinical questions, citing “obstacles” & “needs”

Non-pursued clinical questions led to consultation and referral

40% to 92% of referred patients did not return to the referring practice

Challenges to clinical decisions require efficient and effective evidence based practice
skills effectively answered.

Third party payors increasingly are requiring demonstration of support for clinical decisions
using solid medical research literature.

Following are examples of clinical decisions recently challenged for substantiation:

Research reporting the clinical efficacy of electrotherapy (interferential currents [IFC] and
transcutaneous electrical nerve stimulation [TENS] was requested by a large, well-
known insurance company.

A 75 YOBM with osteoarthritis of the knee wanted to know if acupuncture therapy is

effective and/or better than NSAIDs in treating knee pain secondary to osteoarthritis.
His insurance company challenged payment for acupuncture therapy provided in a
Chicago chiropractic practice.

Research supporting the use of spinal decompression procedures: “Our health care
management organization periodically contacts representatives of our provider network
or health care provider organizations to obtain feedback on medical policy development
for specific topic areas. Our company is seeking input from you and your organization on
the current peer reviewed evidence for spinal decompression therapies and mechanical
traction.” (from a request sent to NUHS Evidence Based Practice researchers, 2007)

7
Evidence Based Practice in Action at NUHS
Experts allow that not all health care providers need to use all the EBP steps to deliver high-
quality evidence-based health care for each patient visit.58-60 However, studies show that
medical professionals trained in EBP skills could keep up with most new advances in the
literature in one-half to one hour per week while in clinical practice; significantly more efficiently
and effectively than medical school cohorts not trained in EBP.6,37,61 Ely22 found that primary
health care providers who had some previous training in accessing and appraising the
biomedical literature were more likely to pursue evidence when needed. Thus, exposure to and
training in EBP skills has an impact on clinical decisions, making the process more efficient and
effective.

Why the difference in behavior & success?

Pursuers:
Specific training in EBP skills
Self-reported competency

Non-pursuers
No specific EBP training
Self-reported lack of skills
Self-reported non-experts

Essential Evidence Based Practice Skills62

Key skills and behaviors associated with effective and efficient EBP include asking a
focused, structured clinical question that facilitates searching and finding literature; accessing
(searching) the biomedical research databases and compiled evidence websites for relevant,
high-quality information and evidence; critical appraisal of research; applying the evidence to a
patient or practice; and assessing the clinical and professional outcomes and impact of the use
of the evidence.6,8,14,18,22,24,24,26,31,55,61,63,63-74 Strong EBP skills and knowledge from effective
training ensures comfort with and practice of EBP skills.15,24,56,75-80

Asking a focused, “searchable,” clinical question

Accessing the medical literature
through a structured search and understanding available
resources

Appraising -- critically evaluating the evidence to determine if it
is robust, reliable and valid.

Applying the evidence to the particular patient situation

Assessing the outcome of using (or not using) particular
information its impact on clinical practice

8
Asking

Evidence based practice starts and ends with the patient.68,74,81-83 The
clinician determines what information is needed using their expertise,
skills and knowledge.34,65 Patient expectations focus the clinical
Patient
relevance of the question.
Intervention
When a clinical question necessitates a search for high-quality
evidence, the professional poses a “structured” clinical question to
lead the search, using key concepts for patient characteristics, issues,
Comparison
expectations and values along with concepts for the intervention,
diagnosis or exposure and additional concepts for comparison
interventions or therapies and the desired outcomes.82,84-86
Outcome
The “PICO” format for a clinical question provides structure for an efficient literature search.
PICO stand for Patient – Intervention – Comparison – Outcome.81-86 The skill to develop a
“PICO-format” question leading to a structured search is discussed in “Asking Constructing
the Patient Focused, Searchable Clinical Question” (section 2).87

Accessing high quality biomedical literature: NUHS Evidence Based Practice Resources

As many as 60% of the questions, generated in a clinical practice, may require a structured
search for information and evidence that will support a clinical decision or plan.6,17,22,65,67,85,88
EBP happens in real time with real patients under real circumstances. Searches for information
and evidence take place in real time, under real conditions and for real patients.14,22,28,34,36

At National University of Health Sciences, research

scientists, practicing clinicians, clinical instructors,
academic professors, the medical librarians in the NUHS
Learning Resource Center (LRC), and information
technology professionals work closely to integrate
evidence based practice skills, knowledge and behaviors
into the curriculum and clinical practice. Using real
patients and patient scenarios to initiate evidence-based
practices such as searching and accessing high quality
evidence to support clinical decisions, appraisal of
resources and research articles supporting course
content and clinical decisions, discussions of applying evidence through journal clubs and on-
line forums, and assessment of the process and the impact on education and health care under
real circumstances, students, faculty and clinicians hone the skills of evidence based
practice.87,89

The NUHS LRC provides collections of biomedical

resources which include high quality informational
sources, journal subscriptions and electronic access
to high quality databases of the biomedical literature.
The NUHS website www.nuhs.edu provides access
to the LRC catalogue as well as specific databases
through the LRC web pages (www.NUHS.edu >>
About Us >> Learning Resource Center
http://www.nuhs.edu/show.asp?durki=134).

9
The LRC Services and Features page highlights the NUHS journal holdings, physical and virtual
access to the LRC and holdings, information regarding access to “A to Z,” a subscription
database linking to the electronic full text of over 10,000 journals, links to numerous biomedical
literature databases which include literature for complementary and alternative medicine (CAM),
health care and research such as EBSCOhost, Ovid, and PubMed, links to professional journal
subscriptions, and the Interlibrary Loan Request Form (ILL)
(http://www.nuhs.edu/student_services/AILoanRequestForm.aspx) with which students, faculty,
alumni and other LRC users can request books, journal articles and other resources not
immediately available through the electronic access resources.

Additional LRC and EBP electronic resources are available through the NUHS on-line learning
platform, CygNET (http://cygnet.nuhs.edu). Faculty, staff, students and registered users can link
to numerous on-line journal subscriptions, databases and compiled evidence websites in the on-
line resource EBP @ NUHS. Also in the CygNET EBP @ NUHS e-LRC Resources pages are
information and evidence resource webliographies, summaries, critical appraisals, and journal
club presentations.

Students in all programs are introduced to high quality

resources and databases. Students learn how to access the
best evidence early in their education in courses such as
Fundamentals of Natural Medicine. In Public Health,
students perform a guided, structured search of
recommended websites, compiled evidence databases, and
databases of the biomedical literature based on PICO
questions formed from patient scenarios based on current,
“hot” public health topics. Students document and evaluate
their search strategy and results, then recommend
resources and articles as evidence for specific public health topics. Topics are based on patient
scenarios and assess the general state and impact of the available evidence on that particular
public health topic.

Students also learn the finer points of study designs utilized in clinical research in stand-alone
on-line (EBP 1) and face-to-face classes, along with critical appraisal skills (EBP 2). In other
courses, EBP skills and knowledge are integrated into the courses through discussions and
appraisal of literature, using evidence, access and appraisal to augment course content as well
as projects that encompass the “A-team” EBP skills gamut.

Appraising -- critically evaluating the evidence to determine if it is robust, reliable and

valid.
The NUHS Curriculum Development in Evidence
Based Practice project is supported by a grant
from the National Institutes of Health (NIH)
National Center for Complementary and
Alternative Medicine (NCCAM), grant
1R25AT002872.90 The multifaceted program
focuses on developing an integrated student
curriculum, faculty development program, student
and faculty mentored research opportunities at
the University of Illinois Chicago, and an
outcomes assessment component.

10
The NUHS EBP student curriculum is featured in the NUHS Evidence Based Practice web
pages. (www.NUHS.edu >> About Us >> Research >> Evidence Based Practice).

The student curriculum focuses on EBP

essentials, asking clinical questions,
searching for information, evidence and
research regarding patient health care,
critically appraising journal articles and
compiled evidence for quality, relevance
and validity, archiving synthesized,
summarized evidence as critical
appraisals, webliographies, journal clubs
and Patient-oriented Evidence that Matters
(POEM) summaries.87,91 Links to student
projects, RSS feeds to searches using patient generated clinical questions, critical
appraisals, and journal club schedules are posted throughout the web pages and the
CygNET EBP@NUHS learning and resource pages, serving as archived, evidence based
CAM practice resources.

The NUHS EBP OWLS program (One

hour Webinars, Lectures and Seminars)
enhances the NUHS faculty
development program as well as the
University-wide EBP curricula. The
OWLS program features webinars and
lectures based on applying EBP skills to
education, learning and clinical practice.

Experts in accessing evidence, appraising evidence,

evidence-based education, and evidence-based clinical
practice are invited to campus (physically and virtually) to
interact with students and faculty. Faculty can participate in
workshops, sponsored by the EBP R25 grant, focused on
integrating EBP skills, knowledge and behaviors into
courses as well as clinical practice. Schedules for Journal
Club, OWLS and workshops are posted on the EBP
Faculty Development web pages.

In addition to learning new ways to effectively and

efficiently incorporate current evidence and evidence
based practice skills into courses, faculty and clinicians
become role models for real time EBP skills and
behaviors.28,56,89,92-101 Faculty and other participants can
earn continuing education credit as well as professional
credit for providing service to the NUHS and professional
community.

11
Applying the evidence to the particular patient situation
Student and faculty evidence based practice programs meet in
the faculty invited lecture series and in the student and faculty
journal clubs.91,102-125 Critically appraised professional journal
articles are discussed in light of real patients and the applicability
of current evidence to particular patient and clinical situations.
Evidence based health care professionals are invited to speak to
students, interns, faculty and other professionals throughout the
year, focusing on applying evidence based practice skills in
private practice, large clinical institutions and at other educational institutions.

Information about on-going research studies at NUHS can be

found on the NUHS Research pages (www.NUHS.edu >> About
Us >> Research). Faculty and students are encouraged to
participate in research studies as investigators and research
assistants. The numerous faculty publications can be found on
the Research web pages as well as in the CygNET e-LRC.

Students are provided the opportunity to participate in a full-time, research intensive

semester in partnership with the University of Illinois Chicago, School of Public Health
through the NUHS UIC EBP Student Mentored Research Program (MRP). 126 Stepping away
from the professional Doctor of Chiropractic program for one term, students engage in at
least two graduate level courses in the Master’s of Public Health program and participate in
an active research project with a UIC faculty researcher. While designed to be a single term
program, several students have elected to enroll in the UIC Masters of Public Health
program or a Ph.D. program following their MRP experience.

Assessing the outcome of using (or not using) particular information its impact on
clinical practice

Armed with relevant, high quality evidence, the practitioner,

using clinical expertise, can determine the applicability of
research to the patient and the patient circumstances, values
and expectations. The practitioner constantly assesses the
outcomes of his or her critical appraisal and determines the
impact of the literature and studies on his or her practice.

Students, faculty and clinicians at NUHS have the opportunity to

assess the outcome of using (or not using) particular information
and evidence for the care of patients. Particularly through the
discussions of journal clubs which are recorded and archived,
through one-on-one clinician – student mentoring and through
faculty forums, EBP is a dynamic, integrated behavior at National
University of Health Sciences.

Evidence based practice encompasses problem solving requiring clinical expertise and
experience, using relevant and applicable research studies and always keeping the patient
in the forefront of any clinical decision.

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