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Information Mastery The Applied Science of Evidence- Based Practice

This workshop explores how to acquire and use information effectively in evidence-based practice. Learn how to identify valid information, distinguish must-know from nice-to-know, and utilize appropriate information tools. Discover the future of healthcare and avoid underuse, overuse, and misuse.

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Information Mastery The Applied Science of Evidence- Based Practice

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  1. Information Mastery The Applied Science of Evidence- Based Practice Allen F. Shaughnessy, PharmD, MmedEd Tufts University School of Medicine Department of Family Medicine David C. Slawson, MD The University of Virginia, Department of Family Medicine

  2. According to the Bible, how many antelopes did Noah take into the Ark? Of every clean beast thou shalt take to thee by sevens, the male and his female: and of beasts that are not clean by two, the male and his female. Of fowls also of the air by sevens, the male and the female; to keep seed alive upon the face of all the earth. Genesis. Ch 7; v2 2

  3. How we acquire and use information Where did you get the information from to make that snap decision? If you had had time (and interest), what would you have done to make sure you had the right answer? 3

  4. Evidence and Decision-Making Most decisions are based on what we think is the evidence, not what we know is the evidence We use brief reading and talking to other people as our information sources No one has time to appraise all of the evidence

  5. This workshop has been presented in: • Most of the US • Canada • Israel • Saudi Arabia • England • Wales • Hong Kong • Taiwan • Denmark

  6. Where are we going? EBM/EBP applied to everyday practice • Main message of conference: Not all evidence is ready for clinical application • How to distinguish must-know from nice-to-know information • How to identify information that may not be valid • Sources of information vary in their usefulness • Evidence at the point of care requires the use of appropriate information tools • The future of healthcare relies on the appropriate use of resources • Avoiding underuse, overuse, misuse

  7. How we will get there?Concepts, practice, modeling • Introduction of the ideas behind EBM/EBP and information mastery • Practice applying the ideas • Modeling different ways of teaching the material • Modified problem-based learning • Lecture presentations • Hands-on practice • Evaluating information • Using evidence tools • You are all teachers and leaders of the “revolution/solution”!!!!

  8. Lee RV, Eimerl S. The Physician. New York, NY: Time Inc; 1967:154.

  9. Focusing on outcomes that matter • POE: Patient-oriented evidence • mortality, morbidity, quality of life • Live longer and/or better • DOE: Disease-oriented evidence • pathophysiology, pharmacology, etiology Shaughnessy AF, Slawson DC, Bennett JH. Becoming an Information Master: A Guidebook to the Medical Information Jungle. The Journal of Family Practice 1994;39(5):489-99.

  10. Patient-oriented evidence contradicts disease-oriented evidence

  11. Determining whether information is relevant and does it matter? • Does it address an outcome people care about (Patient-oriented evidence)? • Is the intervention feasible? • If it is true, will it require you to change your practice? Yes to all three – Patient-Oriented Evidence that Matters

  12. The new paradigm: probabilistic thinking • Current paradigm: the biomedical model • The body can be approached as an engineering problem • External fetal monitoring Nelson KB, Dambrosia JM, Ting TY, Grether JK. Uncertain value of electronic fetal monitoring in predicting cerebral palsy. N Engl J Med 1996;334:613-8. • Right heart catheterization Shah MR, et al. Impact of the pulmonary artery catheter in critically ill patients: meta-analysis of randomized clinical trials. JAMA. 2005 Oct 5;294(13):1693-4. • The new paradigm: Probabilities • What can we do for people that, on average, will help most of them most of the time?

  13. What is Evidence-Based Medicine? “The judicious use of the best current evidence in making decisions about the care of the individual patient.” --EBM working group “An acknowledgment that there is a hierarchy of evidence and that conclusions related to evidence from controlled experiments are accorded greater credibility than conclusion grounded in other sorts of evidence.” -- Brian Hurwitz. BMJ 2004;329:1024-8.

  14. The Hierarchy of Evidence • Results from controlled trials • Results from case-control studies • Results from case series • Expert consensus or opinion • Pathophysiologic reasoning Credibility

  15. The Place of EBM in Medicine • Goals of medicine: Relieve/prevent suffering; maintain/provide hope; prevent, treat, or cure disease • The science of medicine: knowing the best way to prevent, treat, or cure disease (EBM can address this aspect) • The art of medicine: Determining, using intuition, experience, and judgment, what patients need the most • Combining the art and science Clinical Jazz

  16. Feeling Good About Not Knowing Everything: Information Mastery • Prioritize efforts to identify, validate, and apply common POEMs • Responsibility: less to read, but more important to find and evaluate

  17. Red: Don’t for most people most of the time Yellow: Benefit/harm uncertain Green: Most of the time for most people The Information Mastery Traffic Light

  18. The Information Mastery Traffic Light • But the lights may change . . . • RedtoGreen: B-blockers for CHF • GreentoRed: HRT for postmenopausal women • Why? Practice before valid POEMs were known • Yellow: Keep an open mind — be ready to update DOEs and ? valid POEMs (low LOE) • If it’s not a valid POEM, it’s not necessarily so

  19. Keeping Up in the Real World • Read few original articles, only if forced • Get rid of the bedside stack • Use Foraging Tools • Sources of valid information filtered for relevance to practice • Foraging session • Goal: “Confidence through Information”

  20. Relevance Frequency of Problem Rare Common POEMs Only if Time Patient-Oriented Evidence Best Type of Evidence Disease-Oriented Evidence Caution Worst

  21. Finding Answers in the Real World: Hunting Tools Use summary sources that filter for relevance & validity: • Dynamed • Clinical Evidence • The Cochrane Library • Essential Evidence Plus

  22. The Clinician of the Future (NOW!) • “I know a lot, therefore I am” • Replaceable by a computer • “I think, therefore I am” • Never replaceable by computer • Travel agent – should they memorize schedules? • Would you trust them? • “How do you know?” • Bedside computer = “stethoscope of the present”

  23. Take-Home Points • Confidence through information • Hunting & foraging tools providing relevant and valid information when needed • Focus on valid POEMs – Patient-Oriented Evidence that Matters

  24. Take-Home Points • Clinicians will be/are valued by how they think and not by what they know • The information age is about information management, not information acquisition • Thinking in probabilities, not mechanics

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