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The application of Evidence based
medicine to General Practice |
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Demonstrate
that they base their treatment and referral decisions on best available
evidence |
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Apply rigour
to scientific research to decide whether evidence is applicable to the
primary care setting and appropriate to the individual |
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Demonstrate
sufficient knowledge of the breadth of scientific evidence in order to
provide the best information for the individual and his or her illness |
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Use their
knowledge of the ‘best possible evidence’ to inform a patient of the
‘best possible’ way to navigate the healthcare system |
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Demonstrate
the ability to communicate risks and benefits in a way that is
meaningful to patients. |
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Demonstrate
awareness that poverty is a common cause of poor health and poor health
of poverty |
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Demonstrate
awareness that the majority of evidence-based guidelines do not include
ethnicity or socioeconomic status as risk factors |
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Demonstrate an
understanding of what the limitations of evidence are in patients with
chronic disease in primary care |
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Demonstrate an
understanding of the limitations of separating the scientific and
non-scientific and understand a patient’s wish to approach his or her
health (and illness) in a non-scientific way. The reality for patients
is that they make their own choices on the basis of their own values and
not on the basis of clinical efficiency or resource implications |
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Demonstrate
understanding that evidence needs to be gathered from the most
appropriate, rather than the most readily available. GPs should be able
to determine whether evidence presented to them is sufficient and
rigorous enough to be analysed in the context of a patient. |
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Be aware of
the widest available sources of information |
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Show an
ability to design and initiate appropriate evaluation through research
or audit. |
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The Understanding of Evidence Based
Medicine |
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The
architecture of health research |
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What is
research? How can it inform practice? |
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Quantitative
research: observational, controlled trials, cohort studies, case
studies, etc. |
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Qualitative
research: case studies, phenomenology, grounded theory, ethnography,
meta-ethnography, discourse analysis and narrative methodology |
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Evaluation and
action research: design and integration of multiple methodologies |
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Research in
the management of change: using evidence from within and outside health
care. |
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What makes a
good piece of research |
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Revision of
basic statistics, defining narrative and systematic reviews |
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Introduction
to parametric and non-parametric statistics: a guide to why these are
used |
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A look at
diagnostic and screening statistics |
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Relevance of
research to practice: is the right question being answered? |
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Critical
reading: developing a framework to assess and understand research papers
efficiently and looking at critically assessing local guidelines. |
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Finding the
research: |
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How to ask the
right questions |
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Using multiple
databases |
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Evaluation of
reviews (journal and web-based) |
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Developing an
individual database to underpin continuing professional development (CPD) |
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What makes a
good review or summary article on a subject? |
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Putting
research into practice: |
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Designing your
own studies: understanding research ethics, application of appropriate
statistics, appreciation of the importance of negative results |
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Audits: using
research to set standards and implement changes |
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Evaluating
your research: was it worth it and does it work? |
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Understanding
pharmaceutical marketing and the necessity for a critical review of the
information |
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Research
ethics and the philosophy behind these and current UK best practice
(Research Ethics Committees) |
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Change
management: |
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How can you
integrate your findings so that they are most useful for the patient,
his or her family and the team? |
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Team dynamics
and implementation: how to develop a change in practice and
user-friendly guidelines, devel-oping a team approach to implementation
and policy |
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How to implement changes outside the immediate organisation: looking at
the wider NHS; good and less good examples; national strategies |
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Budgeting for change management: time and financial considerations.
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The Core Curriculum statement
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