Module 5: ACQUIRE – Evidence from the Scientific Literatureĭetermine the most relevant online research database(s) given the question Determine whether a journal is peer reviewed Determine the most important PICOC terms Search the Internet for relevant alternative and/or related terms Search Google Scholar for related or broader academic terms Test search terms to identify terms that yield the most relevant results Apply Boolean operators to specify a search query Use the history function to combine search queries Apply methodological filters to identify meta-analyses and/or longitudinal/controlled studies Narrowing search results by adding additional PICOC terms Limit a search result by limiting the date range. Module 4: APPRAISE – Evidence from PractitionersĪssess whether professional experience is valid and reliable Grade the trustworthiness of professional experience Recognize how system 1 thinking influences valid and reliable professional expertise Determine whether a decision is based on system 1 or system 2 thinking Recognize common cognitive biases Identify ways cognitive biases can be overcome Critically appraise evidence from practitioners. Module 3: ACQUIRE – Evidence from Practitionersĭetermine what evidence to acquire from practitioners Determine how to prevent selection bias when acquiring evidence from practitioners Determine the best method(s) to acquire evidence from practitioners Determine whether bias could have affected evidence from practitioners Formulate clear, unambiguous, and unbiased questions. Identify (hidden) claims/assumptions regarding a practical issue Determine whether an (assumed) problem is sufficiently clear Determining whether there is sufficient evidence to support the (assumed) problem Determine whether the preferred solution is sufficiently clear Determine whether there is sufficient evidence (from multiple sources) to support the preferred solution. Module 2: ASK Critical Questions about Problems and Solutions Summarize the basic principles of evidence-based management Explain why we need evidence-based management Explain what counts as evidence Determine which sources of evidence were consulted Assess (coarsely and in general terms) the quality of evidence Determine whether the ‘best available’ evidence was used in a decision-making process Correct common misconceptions about evidence-based management. Module 1: The Basic Principles of Evidence-Based Management If you are a teacher/lecturer and would like to use these (or additional) modules in your class, please contact CEBMa. The modules are developed by CEBMa and are part of a larger certified master course. After successfully completing all 15 modules you will receive an official CEBMa/OLI/CMU certificate of completion. You can find more information about becoming a CEBMa member here. You can get access to the course by signing up as a professional member of The Center for Evidence Based Management (CEBMa). These certified course modules will develop your evidence-based skills and enhance your understanding of how an evidence-based approach can support your organization’s decision-making. EBM evolved in response to this problem with its goal of improving the quality of decision making by using critically evaluated evidence from multiple sources – organizational data, professional expertise, stakeholder values, and the scientific literature.Īlthough EBM sounds straightforward, gathering, understanding and applying evidence requires a particular set of skills and practical knowledge. The bottom line is bad decisions, poor outcomes, and no understanding of why things go wrong. The result is business decisions based on fads, so-called “cutting edge” solutions, and the pop concepts promoted by consulting firms and management gurus. The basic premise behind evidence-based management (EBM) is that good decisions require both critical thinking and use of “best available evidence.” This “evidence” may come from scientific research, but good internal business information and mindful professional experience also constitute “evidence.” All practitioners use evidence in their decisions, but most pay little attention to the quality of the evidence and base their decisions on too few sources of evidence.
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