Evidence-based practice curriculum in allied health professions for teaching-research-practice nexus

Authors


Dr G.V. Asokan, Head, Public Health Program, Allied Health Division, College of Health Sciences, University of Bahrain, Kingdom of Bahrain. Tel: 00973-17285421 Fax: 00973-17285920 Email: agv@health.gov.bh

Abstract

Allied healthcare workers are from diverse professions and the key skill required is providing evidence-based care but this concept has not permeated enough for using it skillfully in their professions. A well structured curriculum in allied health professions is needed to strengthen concerted teaching, research, and practice to empower their professionals and make considerable differences in the lives of people by adopting evidence-based practice.

Information sources for allied health professionals have relied on advice of their supervisors and colleagues, personal experiences, authoritative theory and texts for practice. Because of “research–practice” gap, often the use of evidence is not reflected in an individual day to day professional practice. Although allied health professionals work in resource and evidence challenged settings, there are certain barriers and facilitators, which need to be addressed.

To implement practice-related research findings and uptake of evidence requires two essential components, namely, practical component and knowledge component. Research bench marking and research metrics for quality assurance and standardization through evidence-based practice will promote academic status and credibility of allied health profession.

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