May 9, 2011
Ann Gillespie spoke to us about evidence-based practice. In practical terms, this means:
- Converting information into answerable questions
- Finding the best available evidence to answer those questions
- Critically appraising the evidence for validity and usefulness
- Applying the results of that critical appraisal to your professional practice
- Evaluating whether it makes a difference to performance
Evidence-based librarianship has been around since about 1997, and evolved from medical librarians working in evidence-based medicine. Ann made a case for evidence-based practice, but she also pointed to its challenges. There is a lack of time practice it, a lack of confidence, a lack of research and critical appraisal skills, and a gap between the research questions that are asked and what is actually delivered.
I can see the lack of time being one of the biggest conflicts in a workplace. If your employer does not support EBP, it would be difficult to gain permission to spend time researching. Ideally, you could show a projected savings of time and/or money if a project or report is delivered using the principles of evidence-based practice. Unfortunately these resources are often put ahead of skills and expertise.
The class discussed the meanings of two words: Professional and Research. Our pair came close to the Australian Council of Professions definition, which included an adherence to standards, a public acceptance of their special skills and knowledge, and a high level of education and training. What we missed was a professional's willingness to use this knowledge and these skills to benefit others.
It was more challenging to pin down a definition of research. It's both a noun and a verb, so it can create something tangible, and it also requires action. It's also a way of finding out information, confirming facts, or gathering a basis for comparison. The definitions from Leedy and Ormorod (2005) made research into a logical progression. The detailed breakdown really helped me to see "behind the scenes" of research - the things you do without thinking about them.
Research involves more than looking up information; you must reflect on it or critically review it. Once you're actively researching, evidence-based practice can happen. Similarly to reflecting on experiences and learning, the application of knowledge is just as important as the gathering of knowledge.
I agree with the potential benefits of following EBL we discussed - higher standards, lower risk of failure, adding knowledge to the field, informing other practitioners, and providing solutions to problems. I hope to find a place of employment where EBL is encouraged, and in the meantime I will try to consider the wider outcomes of my own research.
