EVIDENCE-BASED CLINICAL PRACTICE WORKING GROUP(EBCP)
This initiative is lead by Gord Guyatt, Deborah Cook and colleagues. It
is a multi-institutional collaboration designed to facilitate the use of
clinical scientific literature. One highlight of the group's work a series
of articles published in JAMA, the Users'
Guide to the Medical Literature in health-care decision making.
Another highlight has been implementation of an evidenced based residency
program in the Department of Medicine. This initiative has had a major
influence on North American clinical practice, and has promoted the leadership
of the Faculty in educational innovation. We thank our colleagues in the
Department of Medicine and throughout the Faculty of Health Sciences for
their participation in this initiative.
EVIDENCE-BASED CLINICAL PRACTICE WORKSHOP
Clinicians who wish to practice evidence-based health care require the
Much of the ongoing work in evidence-based health care at McMaster involves
developing strategies to deal with these challenges, and communicating
them to clinicians. The Users'
Guide series in JAMA, and spin-off series of similar articles in
critical care and gastroeneterology, is one important strategy for this
educational activity. The yearly How
to Teach Evidence-based Medicine workshop is another.
Defining clinical questions in a way that allows clear answers
Efficient searching for the best information to answer the question
Appraising the evidence to determine its strength
Extracting the clinical message from the information
Applying that information to ones' patients
The workshop is designed for educators who already understand the basics
of evidence-based practice and wish to do a better job as the role models
and teachers of evidence-based practice. The workshop is designed to help
participants improve their skills in teaching evidence-based medicine in
different educational settings (small groups, large groups and grand rounds),
develop educational packages for use at their home institutions, and to
improve their skills in teaching and learning in the small-group format.
In the workshop small groups, we use role play to demonstrate how we
teach principles of evidence-based practice, and provide an opportunity
for participants to lead the small groups. The participants then benefit
from the feedback of their colleagues, and of the tutors and tutor-trainees.
The latter group are drawn from outstanding participants from previous
years, and usually graduate to become tutors for others who desire to learn
how to teach evidence-based medicine. The cadre of McMaster-trained educational
EBM leaders is thus constantly growing.
The workshop enrollment is limited to 80 participants, most of whom
come from the United States. However, we usually have someone from Australia
or New Zealand, several Europeans, and are seeing an increasing number
of participants from Japan. The variety of participants enriches the workshop,
while providing stimulating challenges for the tutors.
The largest number of participants practice in primary and secondary
care internal medicine. However, we have always had groups in primary care
and in pediatrics. More recently, the interest in evidence-based practice
is growing in other specialty areas, and we have formed groups of emergency
physicians and intensivists. Most recently, we have collaborated with colleagues
in the school of nursing to conduct a group for nurse-educators, and plan
to integrate nurses in to subsequent workshops.
We also take our workshops on the road, providing education both in
the basics of practicing evidence-based care, and more advanced training
in how to teach EBC. We see the interest growing in a variety of areas,
and our efforts at evidence-based education reaching a progressively wider
of Clinical Epidemiology and Biostatistics
Faculty of Health
Last modified: February 2, 1999