The third session for Camden & Campbelltown Hospitals is on 6 June 2019. Please watch these two videos before attending this session.
Lecture 8: How to assess implementation: individual barriers and strategies to overcome these
This lecture is presented by Leanne Hassett. Leanne is a senior lecturer in the Discipline of Physiotherapy, Faculty of Health Sciences and a senior research fellow in the Institute for Musculoskeletal Health, Sydney School of Public Health, Faculty of Medicine & Health in The University of Sydney. Her research focuses on designing and evaluating physical activity and exercise interventions for people with mobility limitations.
Lecture 9: How to assess implementation: system/team barriers and strategies to overcome these
This lecture is presented by Simone Dorsch. Simone is a lecturer in neurological physiotherapy at the Australian Catholic University. She is also a presenter for StrokeEd. Her research focuses on strength and strategies to increase the amount of practice for people with stroke.
Consolidation tasks for session 2
Consolidate your skills in appraising research by:
- reading a paper explaining the use of odds ratios and risk ratios to analyse dichotomous outcomes in randomised controlled trials
- practising interpretation of odds ratios in a tutorial by Students 4 Best Evidence.
Strengthen your skills in applying high-quality clinical research:
- practising shared decision-making using an option grid for treatment choices for low back pain in a patient-therapist role-play.
Lecture 6: How to apply high-quality clinical research: Grading of Recommendations, Assessment, Development and Evaluations (GRADE)
This lecture is presented by Steve Kamper. Steve is an associate professor in the Institute for Musculoskeletal Health in the Sydney School of Public Health, The University of Sydney. His research focuses on musculoskeletal pain in children. He is on the Steering Committee for the PEDro Partnership and chairs the education sub-committee.
Lecture 7: How to apply high-quality clinical research: shared decision-making
This lecture is presented by Heather Shepherd. Heather is a research fellow in the Psycho-oncology Co-operative Research Group in the School of Psychology, The University of Sydney. She is program manager for the Anxiety and Depression Pathway Program (funded by a Translational Program Grant from the Cancer Institute NSW).
Consolidation tasks for session 1
Consolidate your skills in asking clinical questions by:
- watching the PEDro how to ask a clinical question tutorial
- do some more practice of identifying missing PICO elements and generating PICO questions from clinical scenarios using this worksheet
- starting a log book to record queries that arise while treating patients, these could be generated by you or asked by patients
- converting one query in your log book into a PICO question each week.
Strengthen your skills in acquiring high-quality clinical research to answer your questions by:
- watching the MESH tutorial on PubMed
- watching the How to do a PEDro advanced search video
- watching the How to optimise PEDro searching video
- formulating search terms for one PICO question in your log book each week
- performing a search once each month.
Enhance your skills in appraising research by:
- reading an evidence-based clinical practice guideline relevant to your area of practice – cardiopulmonary, neurology or musculoskeletal
- undertaking the PEDro scale training program. This online training requires subscription, but free subscriptions are available for physiotherapists in SWSLHD while the evidence-based practice training program is being run. If you are interested, please send a request (remember to indicate that you are a physiotherapist in SWSLHD).
Lecture 1: An introduction to evidence-based practice
This lecture is presented by Rob Herbert. Rob is Senior Principal Research Scientist at Neuroscience Research Australia (NeuRA). He conducts clinical trials investigating the effects of physiotherapy interventions. He also conducts a program of research investigating the passive mechanical properties of muscles. He is one of the founders of PEDro.
Lecture 2: How to ask a clinical question
This lecture is presented by Alison Harmer. This lecture is presented by Alison Harmer. Alison is an associate professor in the Discipline of Physiotherapy, Musculoskeletal Health Research Group, and the Physical Activity, Lifestyle, Aging and Wellbeing Research Group in the Faculty of Health Sciences, The University of Sydney. She is an active researcher in osteoarthritis, diabetes, and the effects of exercise.
Lecture 3: How to acquire high-quality clinical research
This lecture is presented by Anne Moseley. Anne is an associate professor in the Institute for Musculoskeletal Health in the Sydney School of Public Health, The University of Sydney. Her research centres on evidence-based practice and waste in research. She is one of the founders of PEDro, and is responsible for the management of the PEDro resource.
Lecture 4: How to appraise high-quality clinical research: risk of bias of trials, reviews and guidelines
This lecture is presented by Chris Maher. Chris is a professor in the Sydney School of Public Health, The University of Sydney and is the Director of the Institute for Musculoskeletal Health. Chris holds a fellowship from the Australian College of Physiotherapy in recognition of his contribution to physiotherapy research. He is one of the founders of PEDro.
Lecture 5: How to appraise high-quality clinical research: size of effects in trials and reviews
This lecture is presented by Mark Elkins. Mark teaches research methods to clinicians and mentors workplace-based research in the Sydney Local Health District. He is a Clinical Associate Professor in the Sydney Medical School, The University of Sydney and the Scientific Editor of the Journal of Physiotherapy.
Welcome to the evidence-based practice training program for physiotherapists in SWSLHD
This short video by Matt Jennings (Director, Allied Health Services, Liverpool Hospital) and David Wong (Head, Physiotherapy Department, Liverpool Hospital) explains the importance of enhancing knowledge and skills in evidence-based practice to optimise patient care. This training program is unusual because it uses a “flipped classroom”. This means you will need to watch short video lectures before attending the face-to-face practical sessions. The videos have been prepared by experts within the field of evidence-based practice.