Abstract
Evidence-based practice (EBP) is clinical decision making based on information from three sources: patient values, clinical expertise and knowledge of the best research evidence. Knowledge and use of the best research evidence depends on an effective transfer of knowledge from research to clinical practice. This manuscript presents a conceptual model, the purpose of which is to improve knowledge transfer between research and clinical practice. It illustrates similarities and differences in the physical therapy reasoning process of researchers and clinicians. Similarities include: (1) development of the clinical question; (2) use of the International Classification of Functioning, Disability and Health; (3) use of common outcome measures; and (4) responsibility for dissemination. Researchers differ from clinicians in that they work with groups of clients instead of individual clients, and researchers work in more controlled settings. Outcome measures can be a similarity and a difference between researchers and clinicians. This conceptual model may also be used by physical therapy students to help them appreciate the common reasoning strategies used by clinicians and researchers. Physical therapy students who have a better understanding of these strategies may use evidence more often and more effectively in practice, and may also be more active in seeking out and participating in clinical research. The model proposed in this paper presents ideas for debate about strategies to enhance integration between research and clinical practice in physical therapy.
Citation
Linking research and clinical practice in physical therapy: strategies for integration
Patricia J. Manns, Johanna Darrah
Physiotherapy - June 2006 (Vol. 92, Issue 2, Pages 88-94, DOI: 10.1016/j.physio.2005.09.006)