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The Researcher/Clinician Dichotomy

The Researcher/Clinician Dichotomy Fall 2003 Nearly every scientist has experienced, in a moment of discovery… something akin to reverence and awe. Carl Sagan Research Goals at an M.S. Level (Bain, 1991) Help students to become competent consumers of literature

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The Researcher/Clinician Dichotomy

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  1. The Researcher/Clinician Dichotomy Fall 2003

  2. Nearly every scientist has experienced, in a moment of discovery… something akin to reverence and awe. Carl Sagan

  3. Research Goals at an M.S. Level (Bain, 1991) • Help students to become competent consumers of literature • Help students become competent users of research technology for clinical decisions

  4. Competent Consumers • Critically evaluate the literature • Determine cautions in interpreting the literature • Determine applications to clients served • Determine how procedures might be modified to better serve clients

  5. Research Technology for Informed Clinical Decisions • Scientific Method • Single-subject designs

  6. Scientific Method • Recognition of a problem that can be studied objectively • Collection of data through observation or experiment • Drawing of conclusions based on analysis of the data that have been collected.

  7. Clinical Decisions: Assessment • Who is disordered (is there a problem? If so, what is it?) • What is the etiology? • What is the prognosis?

  8. Clinical Decisions: Treatment • Who should receive what kind of intervention? • What should be treated? • How should we provide intervention? • Alternating treatments design (ATD) • Is intervention effective? • Single-subject designs • When should intervention be terminated? • ABA design

  9. Benefits of a Clinician-Investigator (Silverman, 1977) • The job is “more stimulating, less routine” • Clinicians are probably more effective when they determine the answers to questions about their intervention or assessment when they “ask answerable questions” and state “testable” hypotheses • More aware of the “tentative nature of answers and hypotheses” which is one of the most important aspects because there is “no answer to a question or test of hypothesis” that is final

  10. “We see the practitioner as an applied scientist or a clinical scientist who uses the clinic or school as a laboratory for the application of the scientific method toward the end of providing the best clinical services possible.” (Ventry & Schiavetti, 1980)

  11. “When scientific clinicians approach clinical problems in a scientific manner, they are conducting research of the most important type, with the result being the intent of delivering the best clinical management possible.” (Ringel, 1972)

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