Evidence Based Learning and Key Performance Indicator Dr

Evidence Based Learning and Key Performance Indicator Dr. Sherwan Rahman Sulaiman MD MSc Ph. D College of Medicine Hawler Medical University 2016 -2017

Objectives At the end of this module, you will be able to: • Recognize evidence-based practice (EBP) as one of five core competencies all health professionals should possess. • Define EBP.

Objectives • Identify two characteristics differentiating research utilization and EBL in nursing. • List three components of EBL. • Provide two examples of how EBL benefits the nurse. • Provide two examples of how EBL benefits the patient.

Objectives • Describe the 5 steps of the EBP process. • Write a researchable clinical question. • Identify resources for developing relevant answers to the question. • Use clinical judgment and the 5 -step process for determining when and how to integrate findings into practice.

Evidence-Based Learning is Knowing that we do is the best learnig.

Note that. . • Evidence-Based Learning (EBL) DOES NOT simply mean that we follow research-based prescriptions. • Evidence-Based Learning (EBL) requires us also to measure our own performance. In other words, we ought to be routinely gathering good EVIDENCE about how well our learning interventions are working. Only by having feedback loops can we learn from our performance. • Evidence-Based Learning (EBL) requires us also to build continuous cycles of improvement into our practices. After gathering and analyzing the evidence, we need to act on it. Then we need to evaluate and analyze and act again.

How your students learn ? 1. Students learn new ideas by relating them to what they already know, and then transferring them into their longterm memory.

How your students learn ? 2. Students remember information better when they are given many opportunities to practice retrieving it from their long-term memories and think about its meaning.

How your students learn ? 3. Problem-solving and critical-thinking skills are developed through feedback and depend heavily upon background knowledge.

How your students learn ? 4. For students to transfer their abilities to new situations, they need to deeply understand both the problem's structure and context.

How your students learn ? 5. Student motivation depends on a variety of social and psychological factors.

How your students learn ? 6. Misconceptions about learning, while prevalent in education, shouldn't determine how curricula are designed or how instruction is provided.

Evidence Based Teaching Strategy 1 • Clear Lesson Goals • It is crucial that you are clear about what you want your students to learn during each lesson. The effect that such clarity has on student results is 32% greater 2 than the effect of holding high expectations for every student. • Clear lesson goals help you (and your students) to focus every other aspect of your lesson on what matters most.

Evidence Based Teaching Strategy 2: Show & Tell • You should normally start your lessons with show and tell. Put simply, telling involves sharing information or knowledge with your students while showing involves modelling how to do something.

Evidence Based Teaching Strategy 3: Questioning to Check for Understanding • Research 3 suggests that teachers typically spend a large amount of teaching time asking questions. However, few teachers use questions to check for understanding within a lesson. However, you should always check for understanding before moving onto the next part of their lesson.

Evidenced Based Teaching 4: Summarise New Learning In A Graphical Way • Graphic outlines include things such as mind maps, flow-charts and Venn diagrams. • You can use them to help students to summarise what they have learned and to understand the interrelationships between the aspects of what you have taught them.

Evidence Based Teaching Strategy 5: Plenty of Practice • As saying says, practice makes perfect. • Practice helps students to retain the knowledge and skills that they have learned while also allowing you another opportunity to check for understanding.

Evidence Based Teaching Strategy 6: Provide Your Students With Feedback • Feedback is the breakfast of champions, and it is the breakfast served by extraordinary teachers around the world. Put simply, giving feedback involves letting your students know how they have performed on a particular task along with ways that they can improve.

Evidence Based Teaching Strategy 7: Be Flexible About How Long It Takes to Learn • The idea that given enough time, every student can learn is not as revolutionary as it sounds. It underpins the way we teach martial arts, swimming and dancing. It is also the central premise behind mastery learning 6, a technique that has the same effect on student results as socio-economic status and other aspects of home life 7.

Evidence Based Teaching Strategy 8: Get Students Working Together (in productive ways) • Group work is not new, and you can see it in every classroom. However, productive group work is rare. When working in groups, students tend to rely on the person who seems most willing and able to the task at hand.

Evidence Based Teaching Strategy 9: Teach Strategies Not Just Content • You can increase how well your students do in any subject by explicitly teaching them how to use relevant strategies. •

Evidence Based Teaching Strategy 10: Nurture Meta-Cognition • When using meta-cognition your students may think about what strategies they could use before choosing one, and they may think about how effective their choice was (after reflecting on their success or lack thereof) before continuing with or changing their chosen strategy. •

How do we know in medicine? • • Tradition Authority Borrowing Trial and error Personal experience Role modeling and mentorship Intuition and reasoning Nursing research

EBP Process The EBP Process Steps are: 1. Assess practice (formulate question) What isn’t working? What do you want to know about? 2. Decide (evidence review) What resources are available and are they any good? What has worked in other places? How can you change your practice? 3. Plan (develop a plan based on findings) Make a plan to change care based on relevant, applicable information. Let others help. 4. Intervene (take action to review process or change) Implement revised caregiving protocol in clinical unit. 5. Evaluate (care improved or modify and again intervene) How well is that working for you?