Friday, 19 October 2012

Consensus Statements from the WFC conference


At the World Federation of Chiropractic´s Educational Conference in Perth, Australia last month clinicians, educators and researchers agreed on a set of consensus statements. There was a genuine will to promote evidence-based learning and critical reasoning skills to chiropractic students. There was also a large degree of consensus to promote the concepts, principles and use of Evidence-Based Clinical Practice. Furthermore, it was felt that translation of evidence into practice should be incorporated into a patient-centered model of care, which will require the effective communication between educators, researchers and clinicians. You can read all the consensus statements here: 
 1. The degree to which a model of Evidence-Based Clinical Practice (EBCP) is adopted by the wider chiropractic profession remains variable. Educators, researchers and clinicians have a duty to promote the concepts, principles and use of EBCP. Barriers to acceptance of this duty will be reduced if equal emphasis and importance is given to each of EBCP’s three constituent arms of best available scientific evidence, clinical expertise and patient values and circumstances.
2. Chiropractors should be trained to employ critical reasoning skills. Such skills may help to effectively discriminate and manage areas of clinical uncertainty. Reflective learning will also drive effective clinical patient management.
3. The incorporation of EBCP principles seeks to positively address issues of safety, competence, clinical effectiveness and patient-centered care.
4. The duty to adhere to the principles of EBCP obliges chiropractic educators, researchers and clinicians to take into account environmental, geographic, societal and cultural issues. Legislation and regulatory structures may also influence the way in which EBCP is delivered.
5. The formal adoption of EBCP should take into account the fact that a balance needs to be struck between chiropractic education and the realities of clinical practice. To promote this balance, the training of chiropractors should involve exposure to a wide clinical case mix.
6. The appraisal and translation of evidence into clinical practice must be underpinned by clinical expertise and knowledge of basic science and clinical science. This translation of evidence should be incorporated into a patient-centered model of care, which will require the effective communication between educators, researchers and clinicians.
7. A culture of lifelong learning, and the ability to translate new evidence into current practice, will develop knowledge and skills, enhance patient safety, and optimize clinical outcomes. Continuing professional development/continuing education should seek to further develop and reinforce the principles of EBCP.
8. The inclusion of chiropractors in interdisciplinary models of practice may help them expand their knowledge base and play a part in an integrated model of patient-centered care. Accordingly, there should be continuous development and refinement of interprofessional communication skills.
9. Accreditation of chiropractic educational programs must be a driver in ensuring that evidence is translated into the production of safe and competent chiropractors. Individual accrediting agencies should maintain regular communication with each other to utilize international and interdisciplinary expertise and facilitate the sharing of best practices among chiropractic teaching institutions.
10. Curriculum design should be grounded in the principles of EBCP. Curricula should include mechanisms to integrate the teaching and assessment of EBCP methods and principles.
11. The best available evidence merely represents the current knowledge about any given condition and is not exhaustive. The dynamic nature of clinical research requires that clinical guidelines are regularly reviewed and communicated to the wider profession.

1 comment:

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