Author Archive

My experience with the blog

June 19, 2010

Dear colleagues,

Please allow me to share my views about the blog. When Professor Jose introduced us to the EBP blog, I could not contain the excitement. On that day, a better and educative face book like network had arrived. The fact that we could share our ideas, opinions, challenges, information and knowledge made it far much important and worthwhile than what I see on face book. I felt there is going to be a free flowing interaction between the lecturer and the students. To my utter disappointment, it wasn’t to be because I was never able to log in. This was at times devastating because I was not able to post anything I wanted to share with my colleagues. It made me trail behind sometimes and this was never good at all. What made it even worse is that substantial effort was made to rectify the problem but unfortunately, it was all in vain. Because of this, I couldn’t wait for the day the blog would come to an end and when we were finally told it is coming to an end, I was the happiest in class. (Simon)

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Experience of EBP module

June 17, 2010

My experience to EBP had been exciting and quite challenging. As they say practice makes perfect, it had been so. My search for relevant literature directly related to my topic could not have been any better than it is right now. Thanks to EBP and my lecturer. Though not precisely perfect, my search skills are far better than before I did EBP. The ability to identify relevant literature, criticize it, disqualify it if it’s of substandard methodological quality was just awesome. The fact that it is research based makes it even better as it has added value to my research skills and we can add some of the literature we uncovered when doing our tasks to our thesis. That simply means adding quality information to our thesis. Some of the somewhat unpleasant experiences were that some databases were totally inaccessible and certain articles with good abstracts were not available in full text. I feel this somehow confined us to limited literature which could have been different had we had access to the inaccessible literature. In all, this is a module for every masters student to do. It’s a richly worth module to do. I had an awesome experience. (Simon)

Final draft article

May 21, 2010

This is my reflection on the interpreting your achievement during this process. Please feel free to add or comment on this:

The knowledge gained during this process relates to evidence based practice and the ability to answer the WHAT, WHY and HOW of a clinical research question. In doing this you have also obtained the skill to find relevant articles and to understand the tools that can be used to evaluate the relevance of articles and the methodological quality of the articles. You have also learnt  the process of writing an article and a guide to the content needed under the different headings.

The skills gained during this process included writing an article, reflecting on the process and sharing of information obtained or gained.  You also gained the skills of searching for relevant articles and systematically screening the articles.

From what I have observed the attitude has been relatively positive and engaging.

please share with me your experience

My reflections as a facilitator

April 28, 2010

Dear students. I am sharing my experience as a facilitator during this process and I hope you will share yours as students.

In setting up this blog I was thinking  of changing this course from using a didactic learning approach to using blended learning. This was a new area to me but I was interested in it as I wanted to improve the learning experience for the students during this course. From setting up this blog, to encouraging interaction from the students, to providing feedback and additional learning material, to stimulating discussion and also being prepared to put my ideas up for public scrutiny has been an enriching experience.

I have grown personally as a facilitator and have improved my knowledge on social networks and blended learning – I still do not always get the terms correct but I have progressed since day 1. During the introduction phase I learnt the importance of giving clear instructions and clear guidelines. I also realised the importance of preparing the student for what is to be expected. The methodology phase has made me realise that as a lecturer, teaching the theory relating to tools and techniques is not as effective as providing the student with the opportunity to apply the tools or techniques for themselves.

I also made contact with the barriers to e-learning such as internet access and computer skills of participants and the facilitator. I also realised that although this form of teaching allows for lots of interaction and flexibility, there is a need for TIME and also one needs to keep all stakeholder MOTIVATED.

I would like to hear what you as students have experienced thus far besides focusing on completing the tasks required.

Reflections on the EBP course thus far

April 15, 2010

As part of the postgraduate EBP course, I included blogging as a platform for the students to share information and raise questions that arose as part of their course and the tasks they were expected to perform. It was envisaged that the students will reflect on their experiences and the knowldge and skills gained. Other students in the class could then read the coments and provide feedback in the form of comments, hopefully stimulating further reflection and discussion.

As part of this process I have learned alot. I have improved my technical skills about the use of social networks and the use of blogging as well as the technical aspects of co-ordinating and supporting a project like this. What was also  interesting was the large amount of thought put into  reflections and feedback given. I was also very conscious that the information I was providing had to be accurate and honest as it was open to public scrutiny. Personally I have grown in my own reflection process and I love the idea of sharing information in this manner.

I would like to hear the experiences of the students

Feedback on methodology section

April 12, 2010

On reading the methods section, I realise that articles are critiqued at different levels.

Levels of critiquing articles:

1. To critique the relevance of the article for your research question the PICO can be used. What is PICO?

A method for creating a clearly defined, searchable, answerable question to help effectively
search for evidence. PICO is an acronym that comes from the components of the question:

P: Patient characteristics/Population disorder):
(Population of interest – age, gender, ethnicity or

I: Intervention:
 

(Intervention of interest – intervention exposure to disease, risk behavior)

C: Comparison :
 

 

 

(Comparison of interest – Ex. Better than, no disease,Intervention placebo, no intervention, prognostic factor B, absence of risk factor)

O: Outcome:
(Outcome of interest – risk of disease, accuracy of diagnosis, rate of   occurrence with adverse outcome)                    

 

(Outcome of interest – risk of disease, accuracy of diagnosis, rate of   occurrence with adverse outcome)                    

2. To assess the relevance of the article to alter practice the READER by MacAuley can be used. What is READER?

The acronym READER stands for relevance, education, applicability, discrimination, evaluation and reaction.

Receiving feedback

April 9, 2010

The process of feedback is two way – giving and receiving. I find giving feedback a challenge as I believe that the receiver must benefit from the fedback but a lot is dependent on how the receiver accepts the feedback. Giving feedback today on the introduction section of the article was interesting as I tried to focus on the principles of feedback:

When providing feedback on the introdution I tried to ask specific questions about things that were not clear and got the student to try to clarify their thinking. Thus highlighting what they did, my reaction to how they did it, determined if that was the expected response and if not, how could we improve it.

Thus the feedback aimed to be specific, inquiring (trying to understand) and redirecting if necessary.

How did you experience the feedback?

Adding resources

April 8, 2010

Hi everyone. Hope the process has been going okay. I have added several resources related to EBP such as appraisal tools or good articles that explain various sections. Please check it out and if you have anything to add please feel free to do so

Writing the methods section of the review

April 5, 2010

The methods section should describe the procedure followed ina systematic way. Thus the method sections include information on:

1. literature searches,

2. criteria for inclusion of studies,

3.  validity assessment of the articles according to the hierarchy of evidence

4. methodological quality assessment

5.  a listing of the characteristics recorded for each study

Hope this guide helps

Reflection on the EBP course process thus far

March 26, 2010

Reflecting on the process of the course thus far with students was interesting as many people have said that students don’t always see the value of reflection. However, my experience with post graduate students was totally different and this could possibly be linked to the principles of adult learning as stated by Knowles:

1. Adults are autonomous and self-directed learners

2. They have a foundation of life expereinces and knowledge

3. THEy are goal-oriented and relevancy oriented

4. They are practical focussing on the aspects most relevant to them

This group of postgraduate students with a number of years of wrok experience and former education were good examples of adult learners as is evident in the reflection on the value of the EBP course thus far when students reported:

– they were able to apply the critical analysis of articles when writing the literature review for their thesis and it helped them to be more critical and structured.

– the process at first seemed time consuming but they could see the value for short and long term. Short term as it relates to writing up their thesis and long term as it relates to evaluating  their practice in the clinical setting.

– they found it hard at first but the systematic, structured approach helped them to narrow down the big unframed picture to a more focussed concise framed picture.

– some of the tools given in the resource hand out was not suitable fo rtheir articles but they could draw on knowledge and information obtained in their first year of study.

– the idea of reflecting throughout and sharing information and experiences assisted in creating a community of practice that will be ongoing even when the course is over. This creation of the community of practice became evident as the students kept  changingroles as their interest and their needs arose (some to stimulate discussion, or to ask for advice or to share experiences).

 Feel free to add on anything that I have left out or comment on the above.