Project to Enhance Research Literacy (PERL) - Developing Programs

Development Process for Faculty

Training faculty is key to sustainability of an EIP program. The links below provide several examples and ideas to develop faculty confidence in EIP. Additional links for formal training programs are also provided. 
 

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.

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 Vanguard Faculty Program: Research Training for Complementary and Alternative Medicine Faculty (2010)
This publication discusses the Vanguard Faculty program at National College of Natural Medicine. It provides methods to train, increase skills, maintain support and incorporate EBM skills into the curricula. Figure 1 (pg. 1119) provides a flow diagram of the training process, and Table 2 (pg. 1120) provides learning objectives.

Developmental Flow Chart
This figure (provided courtesy of Bastyr University) provides a flow chart for the development process of the EIP program at Bastyr University.

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.

Developing an EBP Curriculum
This summary guide (provided courtesy of the University of Western States) walks the reader through a series of seven steps to develop an EBP curriculum and provides an excellent overview of the entire development process. Included are standards, competencies, examples of curricular integration, faculty training approaches, reference lists and strategic tips.

Training the evidence- based practitioner University of Western States document on standards and competencies (2011)
This publication details the development of a comprehensive standards document for EIP curriculum development. Table 1 (pg. 33) details a grading system used for consensus building during the development process. The full comprehensive document on standards,learning objectives and competencies is included in the following link.

Evidence Informed Practice as the Catalyst for Culture Change in CAM (2012)
This publication presents design concepts, analysis and outcomes surrounding implementation of the EIP program Northwestern Health Sciences University. Table 1 (pg. 8) provides a broad overview of all programs developed at NWHSU.

National University of Health Sciences website
This link will take you to the faculty development page. Here you will find information on the OWLS program (faculty development lecture and webinar series), as well as links to online resources, workshops and IRB procedures.

Advancing Evidence Informed Practice Through Faculty Development: The Northwestern Health Sciences University Model (2011)
This publication describes a three-phase approach toward faculty development at NHSU. Included are faculty attitudes, knowledge base, willingness to engage in EIP, competencies (Table 1, pg. 9), and creation of the Research Scholars Series (objectives provided in Table 2, pg.6). Additionally, the NHSU website gives an overview of the Research in Scholars Series for faculty development, the module is available to others for a fee.

Evidence Based Practice Newsletter
This newsletter (available through the Palmer College of Chiropractic website) is designed for faculty and outlines their involvement and experiences in EIP. The April 2013 issue describes the faculty training programs for Palmer College of Chiropractic as well as the Evidence in Action Articles through the American Chiropractic Association. Archived issues provide further information on the faculty development process.

EBP Checklist
This is a checklist style presentation of core EIP skills for incorporating EIP habits into course instruction.

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 address faculty development

Description

Mentoring the Mentors

Evidence-Based Practice Competencies

Clinical Research Literacy Curriculum

AOM Research Document
(provided courtesy of Pacific College of Oriental Medicine) provides an overview of varied informational resources pertaining to developing EIP curricula. Included are definitions for research literacy, EIP, types of research, grant writing and funding resources.

Training programs:

Process of Integrating Evidence for CIH Educators is a three day workshop is designed to provide complementary and integrative health (CIH) educators training in the principles, practice and teaching of Evidence-Informed Practice (EIP).

The Evidence Based Clinical Practice training program at McMaster University is considered a premier training program in EBCP.

The Oxford University Centre for Evidence Based Medicine offers a wide range of EBM courses, workshops, and advanced continuing educational degrees. Online coursework is also offered.

The Rocky Mountain Workshop on How to Practice Evidence-Based Health Care, is an intensive 5 day training course on EBHC sponsored by the Colorado School of Public Health.

Teaching and Leading EBM: A workshop for Educators and Champions of Evidence-Based Medicine is a 4-day workshop on EBM sponsored by Duke University Division of General Internal Medicine.