Project to Enhance Research Literacy (PERL) - Reflecting on the Experience
PERL Directory
- Welcome
- Getting Started
- Gaining Support and Momentum
- Developing Programs
- Evaluating and Assessing Outcomes
- Collaborating with Other Institutions
- Transferring knowledge from Classroom to Clinic
- Reflecting on the Experience
- NCCIH Education Grant Related Publications
- Achieving Competency in Evidence Informed Practice: A Resource Guide
User's Guide - Frequently Asked Questions
- About PERL
Challenges and Lessons Learned
With change comes challenge. The links below will take you through some of the challenges faced during the EIP implementation process and ways that these have been addressed.
Faculty Development Initiatives to Advance Research Literacy and Evidence-Based Practice at CAM Academic Institutions (2014)
This publication reviews faculty development in EIP at nine CAM institutions. Included are strategies to engage and train faculty, formats to deliver instruction, along with examples from each institution.
The Vanguard Faculty Program: Research Training for Complementary and Alternative Medicine Faculty (2010)
This publication discusses the Vanguard Faculty program at the National College for Natural Medicine. It provides methods to train, increase skills, maintain support and incorporate EBM skills into the curricula. Challenges faced during development are discussed (pg.1121) and ways they have been addressed are outlined.
A Train the Trainer Model for Integrating Evidence-Based Medicine into a Complementary and Alternative Medicine Training Program (2011)
This publication provides an overview of the developmental process for faculty training program course entitled "Principles of EBM for CAM Professionals" at the National College for Natural Medicine. The conclusion (pg. 91-92) discusses several challenges, pertinent to the integrative healthcare community, during the implementation of a faculty course in EBM.
Learning activities to enhance research literacy in a CAM college curriculum. (2009)
Reviews and documents the lessons learned during the implementation of APREE learning activities at the Oregon College of Oriental Medicine (pg. 51-54).
Research scholars program: a faculty development initiative at the Oregon College of Oriental Medicine. (2008)
This publication describes the process of faculty development at OCOM through a program entitled "Research Scholars Program". The challenges and lessons learned from this faculty development program are outlined (pg.440).
Development and Psychometric Evaluation of an Evidence-Based Practice Questionnaire for a Chiropractic Curriculum (2012)
This publication describes the development process, challenges, and success of an assessment tool to measure outcomes of EIP programs in a Doctor of Chiropractic program at the University of Western States. Lessons learned during the development process are presented on page 7.
The Great Evidence Based Practice Debate
This video (provided courtesy of The University of Western States) is a fun approach to addressing disagreements often voiced during discussion of EIP. Challenges from various stakeholder viewpoints are included.
IAMSE Featured Symposium Presentations
A series of presentations addressing research literacy was given at the 2012 Annual Meeting of the International Association of Medical Science Educators. Included is a description of the symposium and three slide presentations (provided courtesy of Georgetown University, and the presenters) that provide various challenges, descriptions, and methods to enhance research literacy.
Evidence-Based Practice Competencies
Clinical Research Literacy Curriculum
Implementing an evidence based journal club in a complementary and alternative medicine (CAM) university
This pulication (available through the National University of Health Sciences website) details the process of implmenting a pioneering journal club applicable to integrative health professions. Included are ideas to overcome student resistance and technolgy requirements to make a successful program.
Development of a Student-Mentored Research Program Between a Complementary & Alternative Medicine University & a Traditional, Research-Intensive University (2014)
This publication outlines the formation process, and results, from a collaborative research mentorship between NUHS and the University of Illinois at Chicago. It also details some unexpected benefits of collaboration, including an increase of NUHS research mentors.