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Journal articles on the topic 'Evidence-based decisions'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Clancy, Carolyn M., and Kelly Cronin. "Evidence-Based Decision Making: Global Evidence, Local Decisions." Health Affairs 24, no. 1 (January 2005): 151–62. http://dx.doi.org/10.1377/hlthaff.24.1.151.

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2

Charny, Mark. "Implementing evidence-based decisions." British Journal of Healthcare Management 7, no. 3 (March 2001): 108–10. http://dx.doi.org/10.12968/bjhc.2001.7.3.19076.

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Peacock, Amanda Belle. "Toward Evidence-Based Policy Decisions." Journal of Neuroscience Nursing 42, no. 3 (June 2010): E9—E16. http://dx.doi.org/10.1097/jnn.0b013e3181d5bf33.

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Semya, G. V., V. V. Stanilevsky, A. A. Gazaryan, and A. S. Nekrasov. "Evidence-Based Approach in Management: Evidence-Based Management and Policy." Social Psychology and Society 13, no. 1 (2022): 209–23. http://dx.doi.org/10.17759/sps.2022000001.

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Objective. Review of the concepts of “evidence-based approach in management”, “evidence-based management”, and “evidence-based policy”. Systematization of factors that inhibit and contribute to the dissemination of evidence-based management practices in the social sphere. Identification of priority measures to support the development of an evidence-based approach in the management in the social sphere.Background. Executives in general, and also in the social sphere, are facing challenges of an increasing level of uncertainty, which brings difficulties to make reliable forecasts and make decisions with guaranteed results. At the same time, there is a systemic crisis of resources, requiring the choice of strategies and tactics that provide the highest level of performance. An additional challenge is the increasing amount of operations and the emerging need for managers to make quick management decisions. Against this background, the evidence-based approach acquires particular importance, based on the idea of the need to rely on the findings of research and expertise, providing managers with relevant data for choosing certain areas of action.Methodology. Literature review.Conclusions. The evidence-based approach in management is a range of practices with various severity of requirements, connected by the need for evidence-based and expert data for decision-making. Evidence-based management is a process of implementing an evidence-based approach within the framework of the activities of different level managers. Evidence-based policy is the implementation of evidence-based principles in making political decisions. Promotion of the evidence-based approach in management encounters several barriers such as assessment, used methodology, finance. However, some conditions can positively influence its promotion among practitioners: the involvement of senior managers, specialized training, the convergence of practitioners and researchers, and other factors. The funding of research and its accessibility remains critical.

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Twesha Huidrom and Ravneet Malhi. "Evidence Based Decision Making: A Review." International Healthcare Research Journal 5, no. 7 (October 28, 2021): RV1—RV4. http://dx.doi.org/10.26440/ihrj/0507.10468.

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In today’s era, many of the decisions are based upon gut feeling, intuition, or instinct rather than relied on actual scientific data and facts. It’s important and essential to do the needful based on facts and not feelings for the best possible outcomes. Evidence based decision making in the field of healthcare describes the integration of basic rules of evidence as they evolve into implementation in daily practices. In dentistry, the principles of evidence-based decision making as well as a very common clinical dilemma to make a decision on whether to save and preserve the natural tooth or to extract and replace it with an implant or any sort of prosthesis is often experienced by a clinician easily. The need of evidence plays a very important role in making decisions. It helps provide a better outcome which will result in fewer casualties.

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Roshanghalb, Afsaneh, Emanuele Lettieri, Davide Aloini, Lorella Cannavacciuolo, Simone Gitto, and Filippo Visintin. "What evidence on evidence-based management in healthcare?" Management Decision 56, no. 10 (October 8, 2018): 2069–84. http://dx.doi.org/10.1108/md-10-2017-1022.

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Purpose This manuscript discusses the main findings gathered through a systematic literature review aimed at crystallizing the state of art about evidence-based management (EBMgt) in healthcare. The purpose of this paper is to narrow the main gaps in current understanding about the linkage between sources of evidence, categories of analysis and kinds of managerial decisions/management practices that different groups of decision-makers put in place. In fact, although EBMgt in healthcare has emerging as a fashionable research topic, little is still known about its actual implementation. Design/methodology/approach Using the Scopus database as main source of evidence, the authors carried out a systematic literature review on EBMgt in healthcare. Inclusion and exclusion criteria have been crystallized and applied. Only empirical journal articles and past reviews have been included to consider only well-mature and robust studies. A theoretical framework based on a “process” perspective has been designed on these building blocks: inputs (sources of evidence), processes/tools (analyses on the sources of evidence), outcomes (the kind of the decision) and target users (decision-makers). Findings Applying inclusion/exclusion criteria, 30 past studies were selected. Of them, ten studies were past literature reviews conducted between 2009 and 2014. Their main focus was discussing the previous definitions for EBMgt in healthcare, the main sources of evidence and their acceptance in hospitals. The remaining studies (n=20, 67 percent) were empirical; among them, the largest part (n=14, 70 percent) was informed by quantitative methodologies. The sources of evidence for EBMgt are: published studies, real world evidence and experts’ opinions. Evidence is analyzed through: literature reviews, data analysis of empirical studies, workshops with experts. Main kinds of decisions are: performance assessment of organization units, staff performance assessment, change management, organizational knowledge transfer and strategic planning. Originality/value This study offers original insights on EBMgt in healthcare by adding to what we know from previous studies a “process” perspective that connects sources of evidence, types of analysis, kinds of decisions and groups of decision-makers. The main findings are useful for academia as they consolidate what we know about EBMgt in healthcare and pave avenues for further research to consolidate this emerging discipline. They are also useful for practitioners, as hospital managers, who might be interested to design and implement EBMgt initiatives to improve hospital performance.

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Meyer, Jonathan M. "Evidence-based Psychiatry: Outcomes and Decisions." Southern Medical Journal 100, no. 9 (September 2007): 861–62. http://dx.doi.org/10.1097/smj.0b013e31806218a6.

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Hess, Cathy Thomas. "Pressure Ulcer Evidence-Based Treatment Pathway Integrated with Evidence-Based Decisions." Advances in Skin & Wound Care 26, no. 8 (August 2013): 384. http://dx.doi.org/10.1097/01.asw.0000432245.74419.ac.

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Hess, Cathy Thomas. "Pressure Ulcer Evidence-Based Treatment Pathway Integrated with Evidence-Based Decisions." Advances in Skin & Wound Care 26, no. 9 (September 2013): 432. http://dx.doi.org/10.1097/01.asw.0000434207.28117.5d.

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10

Johnstone, Paul, and Prabha Lacey. "Are decisions by purchasers in an English health district evidence-based?" Journal of Health Services Research & Policy 7, no. 3 (July 1, 2002): 166–69. http://dx.doi.org/10.1258/135581902760082472.

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Objectives: First, to investigate how many decisions by one commissioning body (district health authority) were based on evidence of effectiveness from randomised controlled trials (RCTs) and systematic reviews of RCTs. Second, to investigate whether other types of quantitative studies and qualitative studies could be used as evidence to support commissioning decisions. Method: From three planning documents (for 1997-1998), all statements were identified. Effectiveness questions were constructed from each and used to search for evidence from trials and reviews in the Cochrane Library (Issue 4, 1998). Further searches for other studies (all methodologies) were performed on a subset of decisions and appraised by an independent expert panel. Results: A total of 124 decisions were identified of which two-thirds concerned organisation of care. Evidence existed for less than half (48.4%) the decisions, with 33.9% favouring the decision and 14.5% where evidence was either equivocal or unfavourable. From a random subset of ten decisions, relevant non-randomised quantitative studies and qualitative studies were identified for half the decisions. Evidence from economic evaluations was identified for only one decision. Conclusions: Large gaps in knowledge exist if health care purchasers are to base their decisions on evidence of effectiveness from RCTs. However, other types of evidence can be used to support such decisions. Summaries of research should be published in a format that is accessible to purchasers.

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Wilcox, Gabrielle, Cristina Fernandez Conde, and Amy Kowbel. "Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education." Education Sciences 11, no. 3 (March 17, 2021): 129. http://dx.doi.org/10.3390/educsci11030129.

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There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what data-based decision making is and its role in education, the current state of evidence related to inclusive education, and how data-based decision making can be used to support decisions for students with reading disabilities and those with intellectual disabilities transitioning to adulthood. What is known about evidence-based practices in supporting reading and transition are reviewed in relationship to the realities of implementing these practices in inclusive education settings. Finally, implications for using data-based decisions in inclusive settings are discussed.

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Bauer, Janet G. "Probability-Utility Model for Managing Evidence-based Central Database." Open Dentistry Journal 4, no. 1 (July 16, 2010): 61–66. http://dx.doi.org/10.2174/1874210601004010061.

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The Probability-Utility Model is dependent on the clinical practice guideline for its function. The Model functions to provide decision analyses that demonstrate to clinicians and patients how personal preferences change the character of best evidence. Initially, patients are provided a clinical practice guideline based on “average patient” best evidence. The Model works to demonstrate how decision, utility, and cost best evidence impact on decisions. It offers to patients an explanation of these impacts. Thus, patients may become more informed about the choices that go into making optimal clinical decisions for their own personal health care. The model also provides for visual images to be used in discussing their personal choices when considering different treatment options and clinical scenarios. The calculations accomplished through the Model provide trade-off analyses by which discussions may be facilitated between provider and patient in reaching informed consent and optimal clinical decisions in formulating treatment plans.

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Fink Chorzempa, Barbara, Michael D. Smith, and Jane M. Sileo. "Practice-Based Evidence: A Model for Helping Educators Make Evidence-Based Decisions." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 1 (April 12, 2018): 82–92. http://dx.doi.org/10.1177/0888406418767254.

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Within their teacher preparation courses and field experiences, preservice teachers are introduced to numerous instructional practices, not all of which are considered research-based. For this reason, instruction in how to evaluate the effectiveness of one’s practices is essential, but it is often a lacking component of initial certification programs. In this article, a flexible, problem-solving model for collecting and reflecting on practice-based evidence (PBE) is described. The model, utilized in a graduate program in Special Education, was designed to assist teacher candidates in evaluating the effectiveness of the practices they implement to optimize students’ learning outcomes. Implications for practice in the K-12 environment are also provided.

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Pascual, Pasky. "Evidence-based decisions for the wiki world." International Journal of Metadata, Semantics and Ontologies 4, no. 4 (2009): 287. http://dx.doi.org/10.1504/ijmso.2009.029232.

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Jackson, Elizabeth L. "Making evidence-based management decisions in practice." Companion Animal 21, no. 10 (October 2, 2016): 582–85. http://dx.doi.org/10.12968/coan.2016.21.10.582.

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PORTER, CAROL, and JULIE L. S. MATEL. "Are we Making Decisions Based on Evidence?" Journal of the American Dietetic Association 98, no. 4 (April 1998): 404–7. http://dx.doi.org/10.1016/s0002-8223(98)00092-3.

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Kanavos, P. "Towards evidence-based decisions in health care." HEPAC Health Economics in Prevention and Care 1, no. 1 (March 1, 2000): 78–90. http://dx.doi.org/10.1007/s101980050018.

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Lyles, Alan. "Comparative information for evidence-based drug decisions." Clinical Therapeutics 25, no. 7 (July 2003): 2086–87. http://dx.doi.org/10.1016/s0149-2918(03)80206-0.

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Martins, Wellington P., Craig Niederberger, Carolina O. Nastri, and Catherine Racowsky. "Making evidence-based decisions in reproductive medicine." Fertility and Sterility 110, no. 7 (December 2018): 1227–30. http://dx.doi.org/10.1016/j.fertnstert.2018.08.010.

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McElwee, Newell E., S. Yin Ho, Kimberly A. McGuigan, and Mark L. Horn. "Evidence-Based Coverage Decisions? Primum Non Nocere." Health Affairs 25, Suppl1 (January 2006): W279—W282. http://dx.doi.org/10.1377/hlthaff.25.w279.

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Kayman, Harvey. "Management of Fever: Making Evidence-Based Decisions." Clinical Pediatrics 42, no. 5 (June 2003): 383–92. http://dx.doi.org/10.1177/000992280304200501.

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Hess, Cathy Thomas. "Clinical Pathways Integrated with Evidence-Based Decisions." Advances in Skin & Wound Care 26, no. 2 (February 2013): 96. http://dx.doi.org/10.1097/01.asw.0000426720.44078.44.

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Ollendorf, Daniel A., C. Craig Blackmore, and Janie M. Lee. "Toward Evidence-based Decisions in Diagnostic Radiology." Academic Radiology 19, no. 9 (September 2012): 1049–54. http://dx.doi.org/10.1016/j.acra.2012.04.009.

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Herrmann, Tara, Gwen Littman, and Leah Piatt. "Advancing evidence-based decisions in the management of pancreatic cancer." Journal of Clinical Oncology 36, no. 4_suppl (February 1, 2018): 506. http://dx.doi.org/10.1200/jco.2018.36.4_suppl.506.

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506 Background: As a result of updates to pancreatic cancer treatment guidelines, oncologists face a host of escalating treatment challenges that may hinder their abilities to select the most appropriate regimen for patients. A study was conducted to determine if simulation-based educational interventions could improve decisions of oncologists in the management of pancreatic cancer. Methods: A cohort of US-practicing oncologists who participated in a virtual patient simulation (VPS)-based education initiative was evaluated. The VPS consisted of 2 cases presented on a platform that allowed oncologists to assess each patient and make decisions limited only by an extensive database of treatment possibilities matching the scope and depth of actual practice. Clinical decisions made by participants were analyzed using a decision engine, and instantaneous clinical guidance (CG) employing current evidence-based and expert faculty recommendations was provided immediately after each decision. Oncologists were allowed a second chance at each decision point; decisions before and after CG were compared using a 2-tailed paired T-test. P values are shown as a measure of significance; P values < .05 are statistically significant. Results: 410 oncologists made clinical decisions within the VPS. Significant improvements were observed in: Selecting the most appropriate first-line regimen in a patient with a PS of 2 (29%, P< 0.001); Ordering an anti-emetic in patients who are receiving chemotherapy (24% , P< 0.001); Evidence-based treatment selection for individuals whose disease progressed on therapy (17%, P= .003); and Ordering adverse event education and counseling (11% and 16%, P= .001). In addition, this study revealed that up to 55% of oncologists would test patients for BRCA mutations while 52% would consider enrolling a patient in a clinical trial if they have progressed on therapy. Conclusions: This study showed improvements in evidence-based practices of oncologists in the management of advanced pancreatic cancer across the continuum of care, thus demonstrating that VPS-based instruction can result in an increase in evidence-based clinical decisions. Therefore, VPS may have a role in improving the quality of care and patient outcomes.

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Nathan, Karthik, Maechi Uzosike, Uriel Sanchez, Alexander Karius, Jacinta Leyden, Nicole Segovia, Sara Eppler, Katherine G. Hastings, Robin Kamal, and Steven Frick. "Deciding without data: clinical decision-making in pediatric orthopedic surgery." International Journal for Quality in Health Care 32, no. 10 (September 27, 2020): 658–62. http://dx.doi.org/10.1093/intqhc/mzaa119.

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Abstract Objective Identifying when and how often decisions are made based on high-quality evidence can inform the development of evidence-based treatment plans and care pathways, which have been shown to improve quality of care and patient safety. Evidence to guide decision-making, national guidelines and clinical pathways for many conditions in pediatric orthopedic surgery are limited. This study investigated decision-making rationale and quantified the evidence supporting decisions made by pediatric orthopedic surgeons in an outpatient clinic. Design/Setting/Participants/Intervention(s)/Main Outcome Measure(s) We recorded decisions made by eight pediatric orthopedic surgeons in an outpatient clinic and the surgeon’s reported rationale behind the decisions. Surgeons categorized the rationale for each decision as one or a combination of 12 possibilities (e.g. ‘Experience/anecdote,’ ‘First principles,’ ‘Trained to do it,’ ‘Arbitrary/instinct,’ ‘General study,’ ‘Specific study’). Results Out of 1150 total decisions, the most frequent decisions were follow-up scheduling, followed by bracing prescription/removal. The most common decision rationales were ‘First principles’ (n = 310, 27.0%) and ‘Experience/anecdote’ (n = 253, 22.0%). Only 17.8% of decisions were attributed to scientific studies, with 7.3% based on studies specific to the decision. As high as 34.6% of surgical intervention decisions were based on scientific studies, while only 10.4% of follow-up scheduling decisions were made with studies in mind. Decision category was significantly associated with a basis in scientific studies: surgical intervention and medication prescription decisions were more likely to be based on scientific studies than all other decisions. Conclusions With increasing emphasis on high value, evidence-based care, understanding the rationale behind physician decision-making can educate physicians, identify common decisions without supporting evidence and help create clinical care pathways in pediatric orthopedic surgery. Decisions based on evidence or consensus between surgeons can inform pathways and national guidelines that minimize unwarranted variation in care and waste. Decision support tools and aids could also be implemented to guide these decisions.

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Morse, Kate J., Mary K. Fey, and Susan Gross Forneris. "Evidence-Based Debriefing." Annual Review of Nursing Research 39, no. 1 (December 1, 2020): 129–48. http://dx.doi.org/10.1891/0739-6686.39.129.

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Ongoing shifts in the healthcare system require practitioners who possess metacognitive skills to evaluate their decisions and the thinking and rationale guiding those decisions. In an effort to design learning activities that support metacognition in nursing education, undergraduate and graduate faculty, are embracing simulation-based education (SBE) as an effective teaching and learning strategy. SBE includes prebriefing, the simulation scenario, and debriefing, all of which are supported by psychological safety. Prebriefing precedes the entire learning process and is integral to engagement in the simulation and to the effectiveness of the debriefing. Debriefing provides educators with the opportunity to explore and develop those metacognitive skills with learners. In this chapter on evidence-based debriefing, the authors will explore the evidence and theories surrounding best practices in SBE, specifically the prebriefing and debriefing components of the learning experience. The chapter explores the theoretical foundation of SBE and theory-based debriefing; educational best practices of prebriefing as an integral part of an effective debriefing; theory-based debriefing models; research evidence of debriefing outcomes; evaluation of the prebriefing and debriefing process; and finally, provides recommendations on the priorities for further research in debriefing. Within this chapter, the term educator is inclusive of undergraduate, graduate, and professional development nurse educators and reflects the educator role in SBE.

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Morse, Kate J., Mary K. Fey, and Susan Gross Forneris. "Evidence-Based Debriefing." Annual Review of Nursing Research 39, no. 1 (December 1, 2020): 129–48. http://dx.doi.org/10.1891/0739-6686.39.129.

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Ongoing shifts in the healthcare system require practitioners who possess metacognitive skills to evaluate their decisions and the thinking and rationale guiding those decisions. In an effort to design learning activities that support metacognition in nursing education, undergraduate and graduate faculty, are embracing simulation-based education (SBE) as an effective teaching and learning strategy. SBE includes prebriefing, the simulation scenario, and debriefing, all of which are supported by psychological safety. Prebriefing precedes the entire learning process and is integral to engagement in the simulation and to the effectiveness of the debriefing. Debriefing provides educators with the opportunity to explore and develop those metacognitive skills with learners. In this chapter on evidence-based debriefing, the authors will explore the evidence and theories surrounding best practices in SBE, specifically the prebriefing and debriefing components of the learning experience. The chapter explores the theoretical foundation of SBE and theory-based debriefing; educational best practices of prebriefing as an integral part of an effective debriefing; theory-based debriefing models; research evidence of debriefing outcomes; evaluation of the prebriefing and debriefing process; and finally, provides recommendations on the priorities for further research in debriefing. Within this chapter, the term educator is inclusive of undergraduate, graduate, and professional development nurse educators and reflects the educator role in SBE.

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SUPPLEE, LAUREN H., and MAGGIE C. KANE. "The realities of scaling within evidence-based policy." Behavioural Public Policy 5, no. 1 (July 9, 2020): 90–102. http://dx.doi.org/10.1017/bpp.2020.25.

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AbstractThe economic model for scaling described by Al-Ubaydli and colleagues offers recommendations to policymakers who make decisions about whether or not to implement evidence-based programs. The core economic model does not currently acknowledge the broader context of policy decision-making and therefore may fail to achieve its objectives. The model focuses primarily on the generation and use of available research in the decision on whether to scale a program. Research studying the use of evidence in policymaking points to a complex set of factors beyond just the strength of the evidence such as leadership, relationships, timing and financial resources that contribute to decisions to scale a program. Second, there is already a robust evidence-based policy movement at the federal, state and local levels. The economic model should leverage this movement rather than providing recommendations that might stall or redirect the movement. The economic model can push the field to strengthen the available evidence while providing recommendations on selecting models to scale within the currently available evidence. This commentary finishes with suggestions for moving forward.

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Law, Mary, and Carolyn Baum. "Evidence-Based Occupational Therapy." Canadian Journal of Occupational Therapy 65, no. 3 (June 1998): 131–35. http://dx.doi.org/10.1177/000841749806500301.

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“Is evidence-based health care just a passing fad, promoted by managers and purchasers enjoying their influence over clinical practice, but doomed to fail as a far too cumbersome method for dealing with the complexity and imprecision of real-life clinical decisions? ”

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Granby, Trudy. "Evidence-based prescribing [cite this article?]." Nurse Prescriber 2, no. 2 (February 2005): 1–5. http://dx.doi.org/10.1017/s1467115805000258.

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SummaryThe discipline of evidence-based prescribing is relatively new to nurses and other non-medical prescribers. The introduction of clinical governance, which emphasises accountability, quality and efficiency, means that it is no longer acceptable to base clinical decisions on personal opinion. Prescribing itself is just one stage in making a rational treatment decision, which requires a fully structured approach. This article will highlight some of the considerations that the prescriber has to take into account, including: the efficacy and cost-effectiveness of treatment options, how to check the evidence, the benefits or harms of a treatment and, the patient's own involvement in the treatment plan.

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Mahmood, Fouad Jalal. "The role of evidence-based design in informing health-care architects." Journal of Facilities Management 19, no. 2 (February 1, 2021): 249–62. http://dx.doi.org/10.1108/jfm-09-2020-0062.

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Purpose This study aims to trace the relationship between the evidence-based design (EBD) process and decision-making during the architectural design process, the barriers to informing health-care architects and possible methods to overcome these barriers. Design/methodology/approach This study aims to explore the barriers to the EBD process during the design process by reviewing the relevant literature and future steps to overcome these barriers and support design decisions. Findings The study shows that EBD is a relevant, useful tool for providing evidence that positively affects design decisions. This study divides EBD barriers into simple barriers and complex barriers, depending on the nature of the barrier. Additionally, methods to overcome these barriers are discussed to ensure the best use of EBD findings with a significant impact on health-care design decisions, as they are core elements in informing architects, especially when combined with the traditional design process. This study investigates how likely it is for the EBD to contribute optimally to design decisions depending on architects’ skills and cooperation with researchers. Originality/value This study can apprize health-care architects of the need to consider the role of EBD in improving the quality of design decisions, and the importance of combining EBD with the traditional design process to implement optimal design decisions.

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Johnson, Ana P., Nancy J. Sikich, Gerald Evans, William Evans, Mita Giacomini, Murray Glendining, Murray Krahn, Les Levin, Paul Oh, and Charmaine Perera. "Health technology assessment: A comprehensive framework for evidence-based recommendations in Ontario." International Journal of Technology Assessment in Health Care 25, no. 02 (April 2009): 141–50. http://dx.doi.org/10.1017/s0266462309090199.

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Objectives:This study describes the development of a framework for health technology decisions, for Ontario Health Technology Advisory Committee (OHTAC) in Ontario, Canada.Methods:OHTAC convened a “Decision Determinants Sub-Committee” in January 2007, which undertook a systematic literature review and conducted key informant interviews to develop an explicit decision-making framework.Results:The “Decision Determinants Sub-Committee” offered recommendations about decision criteria, and the process by which decisions are made. Decision criteria include (i) overall clinical benefit, (ii) consistency with societal and ethical values, (iii) value for money, and (iv) feasibility of adoption into the health system. The decision process should be transparent and fair and should use a deliberative process in delivering recommendations.Conclusions:This methodology is currently being pilot tested in a live environment: OHTAC. It will be evaluated and revised according to its feasibility, acceptability, and perceived usefulness.

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Hawkins, Guy E., and Andrew Heathcote. "Racing against the clock: Evidence-based versus time-based decisions." Psychological Review 128, no. 2 (March 2021): 222–63. http://dx.doi.org/10.1037/rev0000259.

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Berger, Thomas M. "Decisions in the Gray Zone: Evidence-Based or Culture-Based?" Journal of Pediatrics 156, no. 1 (January 2010): 7–9. http://dx.doi.org/10.1016/j.jpeds.2009.08.044.

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Salom, Emery, Zoyla Almeida, and Ramin Mirhashemi. "Management of recurrent ovarian cancer: evidence-based decisions." Current Opinion in Oncology 14, no. 5 (September 2002): 519–27. http://dx.doi.org/10.1097/00001622-200209000-00008.

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Valente, Michael. "Using Evidence-Based Principles to Make Clinical Decisions." Journal of the American Academy of Audiology 16, no. 10 (November 2005): i—ii. http://dx.doi.org/10.1055/s-0040-1715697.

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VanDyke, Sharon. "Map-Click Your Way to Evidence-Based Decisions." ASHA Leader 23, no. 1 (January 2018): 36–37. http://dx.doi.org/10.1044/leader.miw.23012018.36.

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Arends, Jann, and Karin Jordan. "Supplemental parenteral nutrition: decisions based on weak evidence." ESMO Open 5, no. 4 (July 2020): e000831. http://dx.doi.org/10.1136/esmoopen-2020-000831.

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Degen, Ryan M., Daniel J. Hoppe, Bradley A. Petrisor, and Mohit Bhandari. "Making Decisions About Prognosis in Evidence-Based Practice." Hand Clinics 25, no. 1 (February 2009): 59–66. http://dx.doi.org/10.1016/j.hcl.2008.09.005.

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Parikh, N. A., C. Arnold, J. Langer, and J. E. Tyson. "Evidence-Based Treatment Decisions for Extremely Preterm Newborns." PEDIATRICS 125, no. 4 (March 29, 2010): 813–16. http://dx.doi.org/10.1542/peds.2010-0194.

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Foote, Susan Bartlett, and Robert J. Town. "Implementing Evidence-Based Medicine Through Medicare Coverage Decisions." Health Affairs 26, no. 6 (November 2007): 1634–42. http://dx.doi.org/10.1377/hlthaff.26.6.1634.

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Lantos, John D. "Should Institutional Review Board Decisions Be Evidence-Based?" Archives of Pediatrics & Adolescent Medicine 161, no. 5 (May 1, 2007): 516. http://dx.doi.org/10.1001/archpedi.161.5.516.

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Friesen, Valerie, Mduduzi Mbuya, Lynnette Neufeld, and Frank T. Weiringa. "A Framework for Evidence-Based Decision Making in Large-Scale Food Fortification Programs." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 1802. http://dx.doi.org/10.1093/cdn/nzaa067_029.

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Abstract Objectives The use of evidence on program performance and potential for impact for decision making in food fortification programs is limited and often done in isolation from other micronutrient interventions. We present a framework for fortification stakeholders responsible for making program recommendations and decisions to facilitate and document evidence-based decision making. Methods First, we reviewed the literature to define the key decision makers and decisions necessary for effective fortification program design and delivery, informed by a clear impact pathway. Then we classified decisions by domain, identified data sources and criteria for their assessment, and adapted the GRADE Evidence to Decision framework to summarize the results. Finally, we considered how the framework would apply to different country programs to test its utility. Results Policymakers, particularly government ministries, and the food producers themselves are the most important decision makers in a fortification program, while technical support agencies, donor agencies, and the research community play important roles in translating data and evidence into contextualized recommendations that meet the needs of different decision makers. The main fortification decision types were classified into five domains across the impact pathway: 1) program design (need, food vehicle(s)); 2) program delivery (compliance, quality, coverage); 3) program impact (nutrient intake and status); 4) overlapping micronutrient interventions and/or under-served populations; and 5) decisions to continue or stop programs. Important criteria for the assessment of each decision type included priority, benefits/risks, equity, acceptability, and feasibility among others. Country examples illustrated the importance of coordinating decision-making in the context of overlapping micronutrient interventions to ensure continued safety and impact over time. Conclusions This framework is a practical tool to enable evidence-based decision making by fortification stakeholders. Using evidence in a systematic and transparent way can enable more effective program design, delivery, and ultimately health impacts. Funding Sources Bill & Melinda Gates Foundation.

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MacKenzie, Doris Layton. "Evidence-Based Corrections: Identifying What Works." Crime & Delinquency 46, no. 4 (October 2000): 457–71. http://dx.doi.org/10.1177/0011128700046004003.

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Relatively few policy decisions regarding corrections use scientific evidence to assist in making informed decisions. This article emphasizes the importance of using evidence-based corrections if we are to be successful in reducing crime in the community. As an example of how scientific information can be used to make decisions, an assessment technique designed by University of Maryland researchers is used to assess the effectiveness of correctional strategies, interventions, and programs. This technique uses a two-step procedure for drawing conclusions about what works in crime prevention. Studies within each area (e.g., drug treatment, cognitive skills programs, educational programs) are assessed for scientific rigor. The scientific rigor score and the direction and significance of the results are used to draw conclusions about what works, what doesn't, what is promising, and what we don't know. The assessment technique is described and summaries of the findings from this assessment are presented.

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Fulcher-Rood, Katrina, Anny Castilla-Earls, and Jeff Higginbotham. "What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice." American Journal of Speech-Language Pathology 29, no. 2 (May 8, 2020): 688–704. http://dx.doi.org/10.1044/2019_ajslp-19-00171.

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Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

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Faulkner, Alison, and Phil Thomas. "User-led research and evidence-based medicine." British Journal of Psychiatry 180, no. 1 (January 2002): 1–3. http://dx.doi.org/10.1192/bjp.180.1.1.

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Evidence-based medicine (EBM) and clinical governance play a central role in raising the quality of medical care. People want clinical decisions to be based on the best evidence and EBM places scientific knowledge in the service of clinical decision-making. Yet a quite different agenda is engaging patients as partners in health research, to make the medical profession more accountable. Here, we examine the epistemological basis of EBM, and the ethical concerns raised by this. In particular, we examine the value of user-led research in psychiatry in improving the concept of ‘evidence’ in evidence-based psychiatry.

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Spasić, Dragana. "Evidence-based policing." Bezbednost, Beograd 62, no. 3 (2020): 162–85. http://dx.doi.org/10.5937/bezbednost2003162s.

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The concept of evidence-based policing is a relatively new approach to policing that has been drawing the attention of the scientific and professional public for more than two decades, and which was inspired by a broader movement, based on the notion of "evidence-based practice". Around the world associations (so called societies) have been set up to advance the idea of evidence-based policing trough conducting and disseminating police research. The intention of the academic and professional community is to create a knowledge base that will assist the police in making decisions regarding the implementation of particular strategies and tactics in order to achieve the desired goal. Despite the current relevance of this issue, a previously conducted survey among police officers and police educators from these areas has shown that a large number of them are not yet aware of the concept mentioned above. Bearing this in mind, as well as the fact that the majority of the respondents stated that they turn to journal Bezbednost when acquiring information about the latest topics and trends in the field of policing, the author here seeks to give brief but comprehensive description of the new concept. In order to make this possible, the first part of the paper gives an overview of the notion of evidence-based medicine and the early origins of the idea of evidence-based policing. The second part of the paper is devoted to defining the notion of evidence-based policing and to more closely defining the term "evidence" in this context. Finally, a model is presented, created by Sherman, that represents the proposed framework for incorporating this concept into the police decision-making process.

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Somerville, Mary M., and Niki Chatzipanagiotou. "Informed Systems: Enabling Collaborative Evidence Based Organizational Learning." Evidence Based Library and Information Practice 10, no. 4 (December 13, 2015): 24. http://dx.doi.org/10.18438/b8vp4x.

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Abstract Objective – In response to unrelenting disruptions in academic publishing and higher education ecosystems, the Informed Systems approach supports evidence based professional activities to make decisions and take actions. This conceptual paper presents two core models, Informed Systems Leadership Model and Collaborative Evidence-Based Information Process Model, whereby co-workers learn to make informed decisions by identifying the decisions to be made and the information required for those decisions. This is accomplished through collaborative design and iterative evaluation of workplace systems, relationships, and practices. Over time, increasingly effective and efficient structures and processes for using information to learn further organizational renewal and advance nimble responsiveness amidst dynamically changing circumstances. Methods – The integrated Informed Systems approach to fostering persistent workplace inquiry has its genesis in three theories that together activate and enable robust information usage and organizational learning. The information- and learning-intensive theories of Peter Checkland in England, which advance systems design, stimulate participants’ appreciation during the design process of the potential for using information to learn. Within a co-designed environment, intentional social practices continue workplace learning, described by Christine Bruce in Australia as informed learning enacted through information experiences. In addition, in Japan, Ikujiro Nonaka’s theories foster information exchange processes and knowledge creation activities within and across organizational units. In combination, these theories promote the kind of learning made possible through evolving and transferable capacity to use information to learn through design and usage of collaborative communication systems with associated professional practices. Informed Systems therein draws from three antecedent theories to create an original theoretical approach. Results – Over time and with practice, as co-workers design and enact information-focused and evidence based learning experiences, they learn the way to decision-making and action-taking. Increasingly more complex experiences of information exchange, sense making, and knowledge creation, well supported by workplace communication systems and professional practices, further dialogue and reflection and thereby enrich analysis and interpretation of complexities and interdependencies. Conclusions - Research projects and evaluation studies conducted since 2003 demonstrate the transformative potential of the holistic Informed Systems approach to creating robust workplace learning environments. Leaders are responsible for design of workplace environments supportive of well contextualized, information-rich conversations. Co-workers revisit both the nature of organizational information and the purpose of organizational work. As colleagues better understand the complexities of the organization and its situation, they learn to diagnose problems and identify consequences, guided by Informed Systems models. Systemic activity and process models activate collaborative evidence based information processes within enabling conditions for thought leadership and workplace learning that recognize learning is social. Enabling communication systems and professional practices therefore intentionally catalyze and support collegial inquiry to co-create information experiences and organizational knowledge through evidence based practice to enliven capacity, inform decisions, produce improvements, and sustain relationships. The Informed Systems approach is thereby a contribution to professional practice and workplace renewal through evidence based decision-making and action-taking in contemporary organizations.

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Barr, William B. "Evidence-Based Neuropsychology?" Journal of the International Neuropsychological Society 7, no. 7 (November 2001): 905–7. http://dx.doi.org/10.1017/s1355617701257142.

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Neuropsychologists are placed in an increasing number of situations where they must provide empirical evidence of the validity of their methods. Managed care companies want to know the bottom line of whether a given assessment will have any impact on the patient's medical or psychological care. Expert witnesses are asked increasingly to provide scientific facts regarding the tests used in their assessment battery. Grant review committees inquire about the probability that a given test will yield a significant finding when used with a particular clinical population. It is argued that there is little empirical information available to aid in making these decisions. The volume Neuropsychological Differential Diagnosis by Zakzanis, Leach, and Kaplan takes an initial step in providing this type of information.

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Herrmann, Tara, Martin Warters, Douglas Blevins, and Panos Fidias. "Advancing evidence-based decisions in the management of EGFR-mutated metastatic NSCLC." Journal of Clinical Oncology 35, no. 15_suppl (May 20, 2017): e20663-e20663. http://dx.doi.org/10.1200/jco.2017.35.15_suppl.e20663.

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e20663 Background: In patients diagnosed with metastatic NSCLC it is now essential to identify targetable mutations and markers of treatment resistance in order to determine the appropriate therapy. A study was conducted to determine if simulation-based educational interventions to address clinical practice gaps could improve decisions of oncologists in the management of EGFR-mutated metastatic NSCLC. Methods: A cohort of US-oncologists who participated in a virtual patient simulation (VPS)-based education was evaluated. The VPS consisted of 2 cases that allowed oncologists to assess the patient and choose from a database of diagnostic possibilities matching the scope and depth of practice. Clinical decisions were analyzed using a decision engine, and instantaneous clinical guidance (CG) employing current evidence-based and expert faculty recommendations was provided after each decision. Oncologists were allowed a second chance at each decision point and decisions before and after CG were compared using a 2-tailed paired T-test to determine differences from pre- to post CG. P values are shown as a measure of significance; with P < .05 statistically significant. Results: 197 oncologists made clinical decisions within the simulation. As a result of CG, significant improvements were observed in: Ordering EGFR mutational testing (16%, P= 0.008) and making an accurate diagnosis (36%) Selecting an EGFR TKI in the first-line setting (24%, P< 0.001) Ordering a PET scan to assess disease progression (10%) and in diagnosing patients with EGFR T790M disease that is resistant (29% , P< 0.001) Evidence-based treatment selection for individuals whose disease progressed on first-line therapy (19%, P= .003) Number of oncologists who ordered adverse event education and counseling (23%, P< .001) Conclusions: This study showed improvements in evidence-based practices of oncologists in the diagnosis and management of EGFR-mutated NSCLC; demonstrating that VPS-based instruction that immerses and engages oncologists for an authentic, practical and16. consequence-free learning experience can result in an increase in appropriate clinical decisions. Therefore, VPS may have a role in improving the quality of patient care.

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