Modern changes in the teaching paradigm of medical and social disciplines: evidence-based practice

Abstract

Evidence-based practice is an integral part of medical and social sciences and has become a key component of clinical teaching, research, and rehabilitation practices. It is a problem-oriented approach in which scientific evidence is used for clinical reasoning and decision-making.

The purpose of the work is to describe and analyze the sense and content of evidence-based practice as a teaching discipline in the medical and social higher education.

Methods. We researched and analyzed modern literary sources regarding the specifics of the implementation of evidence-based practice and objectively proved the necessity of teaching students of medical and social specialties to use modern tools of clinical reasoning, effective search and application of scientific information in daily routine practice.

Results. Modern information search technologies for the implementation of scientific evidence practice require additional skills of evaluation of the obtained data by a specialist. Scientists recommend using the CRAAP method for critically understanding the variety of published data and effectively implementing them into daily routine practice.

For effective implementation of evidence-based practice, students of medical and social specialties should be taught to use the so-called model 5 «A»: «Ask», «Acquire, Access», «Appraise», «Apply», «Assess, Audit». The last stage consists from evaluating the effectiveness of the therapy plan and evidence-based practice process going through 3 «R»: Revise, Review, Reflect. Also, it is crucial important to be able to correctly navigate the levels of evidence of published scientific research.

Despite the challenges and shortcomings of evidence-based practice the main advantages of its providing include the possibility of specialists maintaining consistently high standards of quality and safety in medical practice, speeding up the process of implementing the results of clinical research into practice. It should also be noted the potential for significantly reducing health care costs, improving the results of patient therapy, increasing the ability and competitiveness of medical and social workers and their satisfaction with work.

Conclusion. Knowledge translation strategies are critical to support evidence-based practice to bridge the gap between research, evidence, and clinical practice.

With the development of science, specialists during continuous professional training have access to scientific data that can help in aspects such as prevention, improving the results of interventions and the quality of the patients` life.

Health and social care professionals need to know how to generate, share, and apply proven scientific data in evidence-based practice. This knowledge and skills of their use should be taught in the relevant disciplines at the stages of primary and higher education of medical and social specialists.