Evidence informed professional education practice and policy

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Evidence informed professional education practice
and policy

• Professor Marilyn Hammick

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Focus on

• Evidence informed practice and policy in
  professional education
• International approaches to evidence informed
  practice and policy in professional education

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Decisions in education practice and policy making

• what works
• what doesnt work
• how things work best
• who they work better for
• knowledge about the impact of practice

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• We could find no clearly articulated rationale,
  and no summary of the empirical evidence. It
  seemed extraordinary that such major curriculum
  change should be made
• From Hammick M, Dornan T Steinert Y (in press)
  Conducting a best evidence systematic review Part
  one -from idea to data coding BEME Guide No 13.
  Medical Teacher

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Decision making informed by

• Evidence
• Context
• Values
• Experience

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Evidence informed education national,
international and professional perspectives

• International Campbell Collaboration
• http//www.campbellcollaboration.org/
• National UK EPPI-Centre
• evidence for policy and practice information
• http//eppi.ioe.ac.uk/cms/
• Professional Best Evidence Medical Education

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C2

• What helps?
• What harms?
• Based on what evidence?

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C2 Coordinating Groups

• Crime and Justice
• Education
• Social Welfare
• Methods
• Communication and Internationalisation

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Approaches to Parent Involvement for Improving
the Academic Performance of Elementary School Age
Children

• This review concluded that there was substantial
  support for the positive impact of parent
  involvement with children outside of school to
  improve childrens academic performance in
  school.
• The evidence suggested that the greatest impact
  of parent involvement on childrens academic
  performance is in reading.
• The positive effect of parent involvement on
  childrens academic performance was achieved with
  parent involvement methods implemented between 6
  and 28 weeks.

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UK EPPI-Centre (1993)

• Systematic reviews and developing review methods
  in social science and public policy.
• Make reliable research findings accessible to the
  people who need them, whether they are making
  policy, practice or personal decisions
• Education, health promotion, social care, crime
  and justice, employment
• Education 10 Review Groups, 16 systematic
  reviews

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EPPI review examples

• The impact of adult support staff on pupils and
  mainstream schools
• What are the factors that promote high post-16
  participation of many minority ethnic groups? A
  focused review of the UK-based aspirations
  literature

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• Without question, doctors have been much better
  than teachers at advancing their professional
  effectiveness by combining research with practice
  in the interests of knowledge production
• Hargreaves 2000

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Professional responsibility

• from opinion based to evidence informed education
• based on the best evidence available
• culture of best evidence informed education

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Time for evidence based medical education
Tomorrow's doctors need informed educators not
amateur tutors Stewart Petersen, Professor of
medical education.  Faculty of Medicine and
Biological Sciences, University of Leicester ,
1999
John Bligh and M Brownell AndersonEditorial
Medical teachers and evidenceMedical Education
(2000) 34, 162-163
Philip DaviesApproaches to evidence-based
teachingMedical Teacher (2000) 22, 1, pp
14-21 Fredric M Wolf Lessons to be learned from
Evidence-based Medicine practice and promise of
Evidence-based Medicine and Evidence-based
EducationMedical Teacher (2000) 22, 3 pp
251-259 C P M van der Vleuten et al The need
for evidence in educationMedical Teacher (2000)
22, 3, pp 246-250
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Best Evidence Medical Education(2001)

• Appropriate systematic reviews of medical
  education
• Dissemination of information
• Culture of best evidence medical education

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Taking a BEME approach to educational decisions

• Comprehensively critically appraising the
  literature that already exists
• systematic
• transparent
• Categorizing the power of the evidence available
• realism
• epistemological openness
• Identify the gaps and flaws in the existing
  literature
• published
• grey
• hand searching
• Suggest and carry out appropriately planned
  primary studies
• optimize the evidence
• education intervention more evidence based

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Specifically

• Methods used are transparent, explicit and clear
  to the novice reader
• Research that adheres to the BEME standard set of
  stages and practices
• That the Product is useful, can be replicated and
  will be updated

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BEME (2009)

• Established international community of practice
• 10 published reviews
• Medical Teacher, BEME Guide, Website
• Partnership with University of Warwick, UK
• Workshops, conferences
• Widening the community of practice

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Published reviews

• Issenberg SB, McGaghie WC, Petrusa ER, Gordon DL,
  Scalese RJ. Features and uses of high-fidelity
  medical simulations that lead to effective
  learning a BEME systematic review. Med Teach
  2005 27(1) 10-28.
• Steinert Y, Mann K, Centeno A, Dolmans D, Spencer
  J, Gelula M and Prideaux D. A systematic review
  of faculty development initiatives designed to
  improve teaching effectiveness in medical
  education BEME Guide No 8. Med Teach 2006 28, 6
  pp. 497-526
• Hammick M, Freeth D, Koppel I, Reeves S Barr H
  (2008) A Best Evidence Systematic Review of
  Interprofessional Education BEME Guide no. 9
  Medical Teacher 29 (8) pp. 735-51.
• Colthart I, Bagnall G, Evans A, Allbut H, Haig A,
  Illing J and McKinstry B (2008). The
  effectiveness of self-assessment on the
  identification of learner needs, learner
  activity, and impact on clinical practice BEME
  Guide no 10. Medical Teacher 302, pp 124-145.

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Reviews in progress

• Effectiveness of educational games for health
  care professions students learning (in press)
• A systematic review of the evidence base around
  clinical and professional final year assessment
  in veterinary education
• Factors that impact on skills loss after
  resuscitation training courses
• A review of the evidence linking conditions,
  processes and outcomes of clinical workplace
  learning

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Thank you