RT Journal Article
SR Electronic
T1 Building capacity: getting evidence-based practice into healthcare professional curricula
JF BMJ Evidence-Based Medicine
JO BMJ EBM
FD BMJ Publishing Group Ltd
SP bmjebm-2020-111385
DO 10.1136/bmjebm-2020-111385
A1 Lehane, Elaine
A1 Agreli, Heloise
A1 O' Connor, Simone
A1 Hegarty, Josephine
A1 Leahy Warren, Patricia
A1 Bennett, Deirdre
A1 Blake, Catherine
A1 Burke, Frank
A1 Corrigan, Mark
A1 Drennan, Jonathan
A1 Hayes, Martina
A1 Heffernan, Elizabeth
A1 Horgan, Frances
A1 Lynch, Helen
A1 McVeigh, Joseph
A1 Müller, Nicole
A1 O'Keeffe, Elizabeth
A1 O'Rourke, Niamh
A1 O'Toole, Eve
A1 O'Tuathaigh, Colm
A1 Sahm, Laura
A1 Savage, Eileen
YR 2020
UL http://ebm.bmj.com/content/early/2020/07/26/bmjebm-2020-111385.abstract
AB Fostering a culture of clinical effectiveness in healthcare is crucial to achieving optimum outcomes for patients. Evidence-based practice (EBP) is a cornerstone of clinical effectiveness. An EBP capacity-building project commenced in Ireland in 2016, in collaboration with the Centre of Evidence-Based Medicine in Oxford. A key part of this project, reported here, was the development of a competency framework for education in EBP and clinical effectiveness to ensure responsiveness of education standards and curricula of healthcare professionals in this area.Methods Following a review of national and international reports, professional guidance documents and empirical literature pertaining to clinical effectiveness education (CEE), a preliminary competency framework was developed. Stakeholder consultations were conducted over a 6-month period, which consisted of 13 focus groups (n=45) and included representatives from clinical practice, higher education and professional training sectors, regulator/accrediting bodies, the Department of Health (Ireland) and patient/service user groups.Results An overarching interprofessional competency framework for CEE was proposed and included the following domains: EBP, quality improvement processes, implementation strategies and collaborative practice: a total of 16 competencies and 60 indicators.Conclusion A competency framework for CEE for health and social care professionals is presented. It is intended that this framework will provide guidance to healthcare educators and regulators in the construction and revision of curricula, learning outcomes, teaching and assessment strategies, and graduate/clinician attributes.