The Bench to Practice to Bench Cycle of Evidence-Based Clinical Practice
Notice bibliographique
Résumé
No AccessPerspectives on Speech Science and Orofacial DisordersArticle1 Jul 2006The Bench to Practice to Bench Cycle of Evidence-Based Clinical Practice J.B. Orange, and Andrew Johnson J.B. Orange School of Communication Sciences and Disorders, Faculty of Health Sciences, University of Western Ontario, LondonOntario, Canada Google Scholar More articles by this author and Andrew Johnson School of Communication Sciences and Disorders, Faculty of Health Sciences, University of Western Ontario, LondonOntario, Canada Google Scholar More articles by this author https://doi.org/10.1044/ssod16.1.3 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References Apel, K. (2006). Integrating clinical and research viewpoints into graduate education.The ASHA Leader, 11(5), 8–9. Google Scholar Apel, K., & Self, T. (2003). Evidence-based practice: The marriage of research and clinical services.The ASHA Leader, 8(16), 6–7. ASHAWireGoogle Scholar ASHA. (2004a). Committee focuses on evidence-based practice.The ASHA Leader, 9(18), 4. Google Scholar ASHA. (2004b). Evidence-based practice in communication disorders: An introduction. Retrieved May 16, 2006, 2006, from www.asha.org/members/deskref-journals/deskref/DRVol4.htm#tr Google Scholar Bayles, K. A., Kim, E. S., Azuma, T., Bond-Chapman, S., Cleary, S., Hopper, T.et al. (2005). Developing evidence-based practice guidelines for speech-language pathologists serving individuals with alzheimer’s disease.Journal of Medical Speech-Language Pathology, 13, xii–xxv. Google Scholar Canadian Cochrane Network/Centre Affiliate Representatives. (2003). A primer on evidence-based clinical practice. Retrieved April 24, 2006, from http://www.cochrane.uottawa.ca/pdf/presentations/EBCPPrimer_July_2003.pdf Google Scholar Dollaghan, C. A. (2004). Evidence-based practice in communication disorders: What do we know, and when do we know it?.Journal of Communication Disorders, 37, 715–729. Google Scholar Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press. Google Scholar Golper, L. A., Wertz, R. T., & Brown, K. E. (2006). Back to basics: Reading research literature.The ASHA Leader, 11(5), 10–35. Google Scholar Guyatt, G., & Rennie, D. (2002). Users’ guide to the medical literature: A manual for evidence-based clinical practice. Chicago: American Medical Association Press. Google Scholar Johnson, C. A. (2006). Getting started in evidence-based practice for childhood speech-language disorders.American Journal of Speech-Language Pathology, 15, 20–35. ASHAWireGoogle Scholar Johnston, J. R. (2005). Re: Law, Garrett, & Nye (2004a). “The efficacy of treatment for children with developmental speech and language delay/disorder: A meta-analysis.”.Journal of Speech, Language, and Hearing Research, 48(5), 1114–1117; author reply 1118–1120. Google Scholar Kerlinger, F. N. (1973). Foundations of behavioral research (2nd ed.). New York: Holt, Rinehart, & Winston. Google Scholar Logemann, J. A., & Miller-Gardner, P. (2005). Help find the evidence.The ASHA Leader, 10(8), 8–9. Google Scholar Miller, L. T., & Lee, C. J. (2004). Gathering and evaluating evidence in clinical decision-making.Journal of Speech-Language Pathology and Audiology, 28(2), 97–100. Google Scholar Montgomery, E. B.Jr., & Turkstra, L. S. (2003). Evidence-based practice: Let’s be reasonable.Journal of Medical Speech-Language Pathology, 11(2), ix–xii. Google Scholar Mullen, R. (2005). Survey tests members’ understanding of evidence-based practice.The ASHA Leader, 10(14), 4–14. Google Scholar Rosnow, R. L., & Rosenthal, R. (1989). Statistical procedures and the justification of knowledge in psychological science.American Psychologist, 44(10), 1276–1284. Google Scholar Sackett, D. L., Strauss, S. E., Richardson, W. S., Rosenberg, W., & Haynes, R. B. (2000). Evidence-based medicine: How to practice and teach ebm. Edinburgh, UK: Churchill Livingstone. Google Scholar Skarakis-Doyle, E., & Orange, J. B. (2003). Implementing evidence-based practice in clinical activities. Paper presented at the Canadian Association of Speech-Language Pathologists and Audiologists Annual Conference, St. John’s, Newfoundland. Google Scholar Turkstra, L., Ylvsaker, M., Coelho, C., Kennedy, M., Sohlberg, M. M., Avery, J.et al. (2005). Practice guidelines for standardized assessment of persons with traumatic brain injury.Journal of Medical Speech-Language Pathology, 13, (ix–xxxviii). Google Scholar Wertz, R. T. (2002). Evidence-based practice guidelines: Not all evidence is created equal.Journal of Medical Speech-Language Pathology, 10(3), xi–xv. Google Scholar Worrall, L. E., & Bennett, S. (2001). Evidence-based practice: Barriers and facilitators for speech-language pathologists.Journal of Medical Speech-Language Pathology, 9(2), xi–xvi. Google Scholar Vallino-Napoli, L. D., & Reilly, S. (2004). Evidence-based health care: A survey of speech pathology practice.Advances in Speech-Language Pathology, 6(2), 107–112. CrossrefGoogle Scholar Zipoli, R. P., & Kennedy, M. (2005). Evidence-based practice among speech-language pathologists: Attitudes, utilization, and barriers.American Journal of Speech-Language Pathology, 14, 208–220. ASHAWireGoogle Scholar Additional Resources FiguresReferencesRelatedDetailsCited byPerspectives on Speech Science and Orofacial Disorders16:2 (11-16)1 Oct 2006Applying Evidence-Based Practice to Bottle Feeding Babies With Cleft PalateJulie Reid Volume 16Issue 1July 2006Pages: 3-8 Get Permissions Add to your Mendeley library History Published in issue: Jul 1, 2006 Metrics Topicsasha-topicsasha-sigsasha-article-typesCopyright & Permissions© 2006 American Speech-Language-Hearing AssociationPDF downloadLoading ...
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,237 | 0,359 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,002 |
| Méta-épidémiologie (sens large) | 0,004 | 0,002 |
| Bibliométrie | 0,008 | 0,005 |
| Études des sciences et des technologies | 0,006 | 0,019 |
| Communication savante | 0,029 | 0,020 |
| Science ouverte | 0,007 | 0,028 |
| Intégrité de la recherche | 0,016 | 0,039 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,020 | 0,013 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; l’étiquette directe de Gemma et le classifieur distillé Codex s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».