OVERVIEW

The main contents are the EBP processes in the health care and how to facilitate the scientific research. The discipline seeks to answer specific questions in rehabilitative practice by developing knowledge on Evidence Based concepts, scientific research in rehabilitation, bibliographic research, databases, web sites.

AIMS AND CONTENT

LEARNING OUTCOMES

The student should be able to critically evaluate published studies related to clinical rehabilitation, management of organizational processes and human resources, demonstrating that they possess the ability to apply to professional choices. The student should be able to conceive, design, adapt and implement clinical research projects.

AIMS AND LEARNING OUTCOMES

The main objectives are to improve the ability to understand the Evidence-Based Clinical Practice processes and the theoretical bases of research in the health care and to facilitate the search for quality scientific material.

At the end of the course and after an appropriate study and exercise period the student will be able to:
1. Know and apply the Evidence-Based Clinical Practice
2. Define quality criteria for clinical research and identify the most appropriate research designs for the different types of questions
3. Know the objectives and main bias of observational and experimental studies
4. Know the methodologies of scientific research (basic and applied) and learn the process from the research question to the design of the study: formulate an EPICOT
5. Classify biomedical sources of information
6. Know how to find bibliographic sources, in particular consulting online databases of interest for rehabilitation
7. Formulate a search on PubMed and PEDro
8. Know and apply the structure of a research project and of a scientific publication

TEACHING METHODS

Frontal lessons, delivered through the use of slides and explanatory videos. It will be possible to have a direct comparison between peers and with the teaching staff. Innovative teaching methodologies will be used: collaborative approach, guided discussions, flipped classroom.

SYLLABUS/CONTENT

Classification of Health Research. How to make a decision. Books, magazines, publications, sponsored publications and the web: limitations and dangers. Definition and meaning of EBCP. Structure of a research article: abstract, introduction, material and methods, results, discussion and conclusions, bibliography. Clinical research questions: etiology, diagnosis, prognosis and therapy.

Classification of biomedical information: primary, secondary and traditional sources. Levels of evidence. Primary Research: observational and experimental Studies. Descriptive observational studies: case reports, case series. Analytical observational studies: cohort studies, case-control studies, transverse studies. Experimental studies: uncontrolled trial and controlled trial: non-randomized, randomized.

Secondary research: systematic reviews, guidelines, economic analysis and decision making.

Clinical research: validity, clinical relevance, applicability, ethics, randomization; Bias, inadequate methodological quality, conflicts of interest.

FORMULATION OF RESEARCH QUESTIONS
Qualitative and quantitative research in comparison
Defining the objective of the study: etiology, prognosis, diagnosis, prevention, therapy. Formulation of the research question.
From the question to the design of the studio: the EPICOT model.

BIOMEDICAL INFORMATION MANAGEMENT
Research of scientific literature on the web. Biomedical databases. Databases: MEDLINE, secondary publications, synopses, clinical evidence, Cochrane library.
Bibliographic search on PubMed: research strategies, search for author / title / magazine, MeSH terms, and Boolean operators. Main systematic review databases: Cochrane library.
Sources of Rehabilitative Interest: PEDro. Use of PEDro scale for the validity of clinical trials.
Guidelines. Consensus Conference. AGREE as a critical evaluation tool for guidelines.
Secondary publications               

RECOMMENDED READING/BIBLIOGRAPHY

The slides shown during the lessons will be provided, and the scientific papers that will be discussed will also be made available.
The notes taken during the lectures and material provided by teacher are sufficient for the exam.

For further information, the following texts are suggested:

Herbert R, Jamtved G, Mead J, Birger Hagen K "Practical evidence based Physiotherapy" Elsevier 2005

Chiari P, Mosci D, Naldi E “Evidence-Based Clinical Practice La pratica clinico-assistenziale basata su prove di efficacia” McGraw-Hill  2011

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

Lessons: from March to July

Class schedule

INVESTIGATION FOR REHABILITATION: TECHNIQUES BASED ON EFFICACY TESTS MED/50

EXAMS

EXAM DESCRIPTION

Oral interview, mainly directed to ensure a proper understanding of the topics discussed in the course.

There will be 2 examination dates in winter (January and February) and 5 in summer (June, July and September).

ASSESSMENT METHODS

The assessment method will be explained in details during the lessons.

The exam will focus mainly on the topics discussed during the lessons and in any case on all those specified in the program, and will be used to evaluate not only an adequate level of knowledge but also the ability to critically analyze learning issues that will be presented during the examination.

Furthermore, the presentation of a scientific paper, previously agreed, will be required to evaluate the ability to interpret a research study with a critical approach.

FURTHER INFORMATION

OFFICE HOURS FOR STUDENTS

Office hours for students on e-mail appointment: