The Bench to Practice to Bench Cycle of Evidence-Based Clinical Practice
Bibliographic record
Abstract
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. 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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 ...
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.015 | 0.077 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".