Book Description
While evidence-based practice (EBP) has greatly influenced rehabilitation in the past decade, it continues to evolve and practitioners need guidance to implement evidence into their practice. Evidence-Based Rehabilitation: A Guide to Practice, the best-selling text providing step-by-step EBP guidance for rehabilitation professionals, has been updated into an expanded Third Edition.
In Evidence-Based Rehabilitation, Third Edition Drs. Mary Law and Joy MacDermid, along with their contributors, explain evidence-based rehabilitation, the concepts underlying EBP, and build the reader’s knowledge and skills through specific learning. The text is organized by the steps of the EBP process—introduction to EBP, finding the evidence, assessing the evidence, and using the evidence.
EBP focuses first and foremost on making the best decisions for each client and using the best information available. For many rehabilitation practitioners, building skills in EBP is best done one step at a time. Evidence-Based Rehabilitation helps the rehabilitation student and practitioner develop his or her knowledge and skills to implement evidence-based rehabilitation in practice.
Benefits of the Third Edition:
• All chapters have been updated with new information and resources
• New chapters about systematic reviews, and knowledge transfer
• Extensive guide available with specific student activities and answers for faculty use
• Critical review forms included for student use—these forms have been used by practitioners and researchers around the world for 10 to 20 years
• Recognition throughout the book that EBP in rehabilitation means bringing together research evidence, clinical reasoning of the therapist and client values and goals
• Fits the standard 3-unit course design with 11 to 12 sessions
Instructors in educational settings can visit www.efacultylounge.com for additional materials to be used for teaching in the classroom.
Designed and written by an occupational therapist and a physical therapist with extensive research, education, and practice experience, Evidence-Based Rehabilitation: A Guide to Practice, Third Edition will guide both occupational therapy and physical therapy students and practitioners as they incorporate evidence-based practice into their work.
In Evidence-Based Rehabilitation, Third Edition Drs. Mary Law and Joy MacDermid, along with their contributors, explain evidence-based rehabilitation, the concepts underlying EBP, and build the reader’s knowledge and skills through specific learning. The text is organized by the steps of the EBP process—introduction to EBP, finding the evidence, assessing the evidence, and using the evidence.
EBP focuses first and foremost on making the best decisions for each client and using the best information available. For many rehabilitation practitioners, building skills in EBP is best done one step at a time. Evidence-Based Rehabilitation helps the rehabilitation student and practitioner develop his or her knowledge and skills to implement evidence-based rehabilitation in practice.
Benefits of the Third Edition:
• All chapters have been updated with new information and resources
• New chapters about systematic reviews, and knowledge transfer
• Extensive guide available with specific student activities and answers for faculty use
• Critical review forms included for student use—these forms have been used by practitioners and researchers around the world for 10 to 20 years
• Recognition throughout the book that EBP in rehabilitation means bringing together research evidence, clinical reasoning of the therapist and client values and goals
• Fits the standard 3-unit course design with 11 to 12 sessions
Instructors in educational settings can visit www.efacultylounge.com for additional materials to be used for teaching in the classroom.
Designed and written by an occupational therapist and a physical therapist with extensive research, education, and practice experience, Evidence-Based Rehabilitation: A Guide to Practice, Third Edition will guide both occupational therapy and physical therapy students and practitioners as they incorporate evidence-based practice into their work.
More Information
Contents
Dedication
Acknowledgments
About the Editors
Contributing Authors
Preface
Chapter 1 Introduction to Evidence-Based Practice
Mary Law, PhD, OT Reg (Ont), FCAHS and
Joy C. MacDermid, PhD, PT Reg (Ont), FCAHS
Chapter 2 Development of Evidence-Based Knowledge
Winnie Dunn, PhD, OTR, FAOTA and Jill E. Foreman, BP, BHScOT
Chapter 3 Becoming an Evidence-Based Practitioner
Aliki Thomas, PhD, OT(c), Erg and Annie McCluskey, PhD, MA, DipCOT
Chapter 4 Outcome Measurement in Evidence-Based Rehabilitation
Joy C. MacDermid, PhD, PT Reg (Ont), FCAHS;
Mary Law, PhD, OT Reg (Ont), FCAHS;
and Susan L. Michlovitz, PT, PhD, CHT
Chapter 5 Asking Clinical Questions and Searching for the Evidence
Jennie Q. Lou, MD, MSc, OTR and Paola Durando, BA, MLS
Chapter 6 Evaluating the Evidence
Joy C. MacDermid, PhD, PT Reg (Ont), FCAHS and
Mary Law, PhD, OT Reg (Ont), FCAHS
Chapter 7 Systematically Reviewing the Evidence
Laura Bradley, MSc OT, OT Reg (Ont) and Mary Law, PhD, OT Reg (Ont), FCAHS
Chapter 8 Evaluating the Evidence: Economic Evaluations
Mary Law, PhD, OT Reg (Ont), FCAHS; Michael Law, PhD;
and Diane Watson, PhD
Chapter 9 Knowledge Translation
Mary Law, PhD, OT Reg (Ont), FCAHS and
Joy C. MacDermid, PhD, PT Reg (Ont), FCAHS
Chapter 10 Strategies to Build Evidence Into Practice
Mary Law, PhD, OT Reg (Ont), FCAHS and
Joy C. MacDermid, PhD, PT Reg (Ont), FCAHS
Chapter 11 Evidence Synthesis Practice Tools: Guidelines, Algorithms,
Clinical Pathways, Prediction Rules, and Patient Decision Aids
Joy C. MacDermid, PhD, PT Reg (Ont), FCAHS
Chapter 12 Communicating Evidence to Clients, Managers, and Funders
Linda Tickle-Degnen, PhD, OTR/L, FAOTA
Chapter 13 Moving Evidence Into Practice: Case Examples of
the Knowledge-to-Action Cycle at Work
Jocelyn Harris, PhD, OT Reg (Ont); Saurabh Mehta, PT, PhD;
and Joy C. MacDermid, PhD, PT Reg (Ont), FCAHS
Appendix A Quality Appraisal for Clinical Measurement Studies: Evaluation Form and Guidelines
Appendix B Outcome Measures Review: Form and Guidelines
Appendix C Qualitative Review: Form and Guidelines
Appendix D Quantitative Review: Form and Guidelines
Appendix E Evaluation of Quality of an Intervention Study: Form and Guidelines
Appendix F Critical Appraisal Prognostic Study: Form and Guidelines
Appendix G Worksheet for Evaluating and Using Articles About Diagnostic Tests
Appendix H Taxonomy of Knowledge Translation Interventions
Financial Disclosures
Index
Acknowledgments
About the Editors
Contributing Authors
Preface
Chapter 1 Introduction to Evidence-Based Practice
Mary Law, PhD, OT Reg (Ont), FCAHS and
Joy C. MacDermid, PhD, PT Reg (Ont), FCAHS
Chapter 2 Development of Evidence-Based Knowledge
Winnie Dunn, PhD, OTR, FAOTA and Jill E. Foreman, BP, BHScOT
Chapter 3 Becoming an Evidence-Based Practitioner
Aliki Thomas, PhD, OT(c), Erg and Annie McCluskey, PhD, MA, DipCOT
Chapter 4 Outcome Measurement in Evidence-Based Rehabilitation
Joy C. MacDermid, PhD, PT Reg (Ont), FCAHS;
Mary Law, PhD, OT Reg (Ont), FCAHS;
and Susan L. Michlovitz, PT, PhD, CHT
Chapter 5 Asking Clinical Questions and Searching for the Evidence
Jennie Q. Lou, MD, MSc, OTR and Paola Durando, BA, MLS
Chapter 6 Evaluating the Evidence
Joy C. MacDermid, PhD, PT Reg (Ont), FCAHS and
Mary Law, PhD, OT Reg (Ont), FCAHS
Chapter 7 Systematically Reviewing the Evidence
Laura Bradley, MSc OT, OT Reg (Ont) and Mary Law, PhD, OT Reg (Ont), FCAHS
Chapter 8 Evaluating the Evidence: Economic Evaluations
Mary Law, PhD, OT Reg (Ont), FCAHS; Michael Law, PhD;
and Diane Watson, PhD
Chapter 9 Knowledge Translation
Mary Law, PhD, OT Reg (Ont), FCAHS and
Joy C. MacDermid, PhD, PT Reg (Ont), FCAHS
Chapter 10 Strategies to Build Evidence Into Practice
Mary Law, PhD, OT Reg (Ont), FCAHS and
Joy C. MacDermid, PhD, PT Reg (Ont), FCAHS
Chapter 11 Evidence Synthesis Practice Tools: Guidelines, Algorithms,
Clinical Pathways, Prediction Rules, and Patient Decision Aids
Joy C. MacDermid, PhD, PT Reg (Ont), FCAHS
Chapter 12 Communicating Evidence to Clients, Managers, and Funders
Linda Tickle-Degnen, PhD, OTR/L, FAOTA
Chapter 13 Moving Evidence Into Practice: Case Examples of
the Knowledge-to-Action Cycle at Work
Jocelyn Harris, PhD, OT Reg (Ont); Saurabh Mehta, PT, PhD;
and Joy C. MacDermid, PhD, PT Reg (Ont), FCAHS
Appendix A Quality Appraisal for Clinical Measurement Studies: Evaluation Form and Guidelines
Appendix B Outcome Measures Review: Form and Guidelines
Appendix C Qualitative Review: Form and Guidelines
Appendix D Quantitative Review: Form and Guidelines
Appendix E Evaluation of Quality of an Intervention Study: Form and Guidelines
Appendix F Critical Appraisal Prognostic Study: Form and Guidelines
Appendix G Worksheet for Evaluating and Using Articles About Diagnostic Tests
Appendix H Taxonomy of Knowledge Translation Interventions
Financial Disclosures
Index
Reviews
“I use this book to refine my capacity for judging and using evidence in my own clinical practice, as well as in working with students in an occupational therapy graduate program. The Third Edition has enough updates and new content to support replacement of the Second Edition…The book will be on my desk!”
- Carla Wilhite, OTD, OTR/L, University of New Mexico, Doody’s Review Service
- Carla Wilhite, OTD, OTR/L, University of New Mexico, Doody’s Review Service
“This updated edition of Law and MacDermid’s text is a highly recommended resource for educational settings as well as for practice teams looking to enhance the evidence-based nature of their practice.”
- Tanya Rihtman, Coventry University, British Journal of Occupational Therapy
- Tanya Rihtman, Coventry University, British Journal of Occupational Therapy
“This textbook will appeal to beginners wishing to develop a better grasp of EBP as well as seasoned practitioners wishing to attain exemplary practice. The sheer number of examples, solutions, and models provided will support readers in defining an optimal process to conduct EBP in their milieu. This book is convincing in its demonstration of the importance of EBP for continuing professional development as well as for the advancement of the profession.”
- Julie Lapointe, Canadian Journal of Occupational Therapy
- Julie Lapointe, Canadian Journal of Occupational Therapy