ࡱ> rtq#` '3bjbj5G5G 8nW-W-'+v$v$v$v$L$8:j%:%%%%&&&9999999$&=h?9+&&++9%%9111+2%%91+911:6,6%^% lrv$ .6 7:08:6.@0f@66L@G7&'1))&&&99w1 &&&8:++++D Evidence-Based Practice in Psychology CLP 7934, Section 9132 Summer 2007 Thursdays 12:00-3:00pm HPNP G105 INSTRUCTOR Russell M. Bauer, Ph.D., ABPP Office: 3154 HPNP Phone: 273-6140 Office Hours: By Appointment E-mail:  HYPERLINK "mailto:rbauer@phhp.ufl.edu" rbauer@phhp.ufl.edu COURSE MATERIALS The following texts are required. Norcross, J.C., Beutler, L.E., & Levant, R.F., Eds. (2006). Evidence-Based Practices in Mental Health. Washington, DC: American Psychological Association. Straus, S.E., Richardson, W.S., Glasziou, P., & Haynes, R.B. (2005). Evidence-Based Medicine: How To Practice and Teach EBM. New York: Elsevier/Churchill Livingstone. Additional readings as assigned. COURSE OBJECTIVES Upon successful completion of the course, students will be able to: Identify key issues and controversies in the evidence-based practice movement. Master key concepts essential to evidence-based practice in psychology. Understand the current state of the evidence supporting the use of major psychological treatments and assessment techniques. Perform literature searches and conduct reviews designed to improve the empirical basis of their practice. Integrate the evidence base into clinical decision making in a way that makes a difference for real-life treatment and patient management. COURSE POLICIES AND PROCEDURES Course Format. The course will be conducted in graduate seminar format, consisting of lecture material, class discussions, and presentation of student projects. Active participation of students in the process of learning is critical to achievement of course objectives. It is not possible to learn evidence-based practice without doing evidence-based practice. Attendance, Absences, and Make-up Work. Attendance during scheduled class meetings is expected. Students should make prior arrangements with the instructor if they must miss a class. Students will be responsible for missed lectures and reading assignments regardless of attendance. Academic Integrity. Students enrolled in this course must abide by all University rules and regulations, including the policies outlined in the University of Florida Rules 6C1-4.017 Student Affairs: Academic Honesty Guidelines. The UF honesty policy is available at:  HYPERLINK "http://www.dso.ufl.edu/judicial/academic.php" http://www.dso.ufl.edu/judicial/academic.php Accomodations for Students with Disabilities Students requesting accommodations must first register with the Dean of Students Office. The Dean of Students office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodations. Lecture Notes PowerPoint lectures will be provided to students and will be available on the course website the morning of class. Students are encouraged to bring copies of the lecture slides to class to facilitate note-taking. Examination There will be one in-class closed-book examination, worth 20% of the final grade. The date of the examination is listed in the course schedule below. Student Projects During the course, students will work on two projects designed to help them acquire skills in evidence-based practice. In Project 1,, the student will learn to ask a clinically meaningful question about a patient (or hypothetical patient) and will conduct a systematic review of available evidence leading to an answer to that question. Examples of questions include, would a systematic exercise program assist my depressed patient with symptoms of lethargy and sleep disturbance?, would mindfulness therapy help my adolescent with ADHD to concentrate better in the classroom?, or would my BPD patient with persistent parasuicidal behavior benefit from a mood stabilizer? Students will be expected to develop their own questions, and are encouraged to base these questions on real-life patient examples so that the answers they generate might be useful in practice. Project 1 is worth 30% of the final grade. In Project 2, the student will develop a 1.5 hour workshop, modeled as a beginner workshop at a conference, on an empirically-supported treatment or assessment technique. The workshop will contain a theoretical and technical overview of the treatment, a review of empirical studies supporting the treatment, and a case example or vignette. All students will follow a workshop format template, and a consumer-oriented fact sheet about the treatment will be developed. The student will then present this workshop in class. Students are encouraged to make use of additional faculty expertise in completing this assignment. Additional information and instructions will be provided to students as they begin this project. Project 2 is worth 50% of the final grade. Grading Course grades will be based on the following components: Project 1: 30 points Project 2: 50 points Examination 20 points The following grading scale will be used: A 90-100 B+ 87-89 B 82-86 B- 80-81 C+ 77-79 C 72-76 C- 70-71 D+ 67-69 D 62-66 D- 60-61 E below 60 Course Schedule and Reading Assignments The table below contains the course meeting schedule and accompanying reading assignments. Students are expected to complete assigned readings prior to the class meeting for which they are assigned. The instructor reserves the right to spot-check for reading through unannounced quizzes. Readings not contained in the assigned texts will be made into electronic (.pdf) files and will be available on the course website. DateTopicReadingMay 17Introduction to Evidence-Based Practice in Psychology: The three-legged stoolAntes et al (1999) Norcross et al, Chapter 1 Spring, in press Pagoto et al, in press APA EBPP report (2005) Straus et al, Chapter 1May 24The First Leg: Study Design and Strength of Evidence Empirically-Supported Treatments Searching for EvidenceNorcross et al, Chapter 2,3 Straus et al, Chapter 2 Chambless & Ollendick (2001) Stinson et al. (2003) Zhang et al. (2006)May 31Basic Concepts in Epidemiology Statistical Methods and Metrics Diagnostic Testing IssuesStraus et al, Chapters 3,5,6 Kleinbaum et al (2007) selections June 7No Class Bauer at AACNNo readingJune 14The Second Leg: Clinical Expertise APA EBPP Report (2005) Shirk & Carver (2003) Brown et al (2005)June 21TBACresswell et al (2007) Thome (2000) Dixon-Woods et al (2007)June 28No Class Summer BreakNo readingJuly 5The Third Leg: Patient Characteristics, Culture, and Preferences Student Project 1 PresentationsNorcross et al (2006), Chapter 8 Sue, Zane, and Young (1994) Groth-Marnat, Beutler, & Roberts (2001) APA EBPP Report (2005) Man-Son-Hing et al (2000)July 12Conducting and Interpreting Systematic Reviews and Meta-Analyses Student Project 1 PresentationsWhittemore & Knafl (2005) Goldsmith et al. (2007) Hunt & McKibbon (1997) Thomas et al (2004)July 19Evidence-Based Assessment IN-CLASS EXAMINATIONJuly 26Student WorkshopsReading as assigned by studentAugust 2Student WorkshopsReading as assigned by studentAugust 9Student WorkshopsReading as assigned by student Reference List American Psychological Association (2005). Policy Statement on Evidence-Based Practice in Psychology. Approved by Council, August, 2005. Accessible online at:  HYPERLINK "http://www2.apa.org/practice/ebpstatement.pdf" http://www2.apa.org/practice/ebpstatement.pdf Antes, G., Galandi, D., & Bouillon, B. (1999). What is evidence-based medicine? Langenbecks Archives of Surgery, 384, 409-416. Bauer, R.M. (in press). Evidence-based practice in psychology: Implications for research and research training. Journal of Clinical Psychology. Brown, G.S., Lambert, M.J., Jones, E.R., & Minami, T. (2005). Identifying highly effective psychotherapists in a managed care environment. American Journal of Managed Care, 11, 513-520. Chambless, D.L. & Ollendick, T.H. (2001) Empirically supported psychological interventions: Controversies and evidence. Annual Review of Psychology, 52, 685-716. Cresswell, J.W., Hanson, W.E., Clark, V.L., et al. (2007). Qualitative research designs: Selection and implementation. The Counseling Psychologist, 35, 236-264. Dixon-Woods, M., Miller, T., Bonas, S., Smith, J., et al. (2007) Appraising qualitative research for inclusion in systematic reviews: A quantitative and qualitative comparison of three methods. Health Services Research & Policy, 12, 42-47. Goldsmith, M.R., Bankhead, C.R., & Austoker, J. (2007). Synthesizing quantitative and qualitative research in evidence-based patient information. Journal of Epidemiology and Community Health, 61, 262-270. Groth-Marnat, G., Beutler, L. E., & Roberts, R. I. (2001). Client characteristics andpsychotherapy: Perspectives, support, interactions, and implications for training. Australian Psychologist, 36, 115-121. Hunt, D. L. & McKibbon, K. A. (1997) Locating and appraising systematic reviews. Annals of Internal Medicine, 126, 532-538. Kleinbaum, D.G., Sullivan, K.M., & Barker, N.D. (2007). A Pocket Guide to Epidemiology. New York: Springer. Man-Son-Hing, M., Laupacis, A., O'Connor, A.M., Coyle, D., Berquist, R., McAlister, F. (2000) Patient preference-based treatment thresholds and recommendations: a comparison of decision-analytic modeling with the probability-tradeoff technique. Medical Decision Making, 20, 394-403. Pagoto, Spring, et al. (in press). Barriers and facilitators of evidence-based practice perceived by behavioral science health professionals. Journal of Clinical Psychology. Shirk, S.R., & Karver, M. (2003). Prediction of treatment outcome from relationship variables in child and adolescent therapy: a meta-analytic review. Journal of Consulting and Clinical Psychology, 71, 452-464. Spring, B. (in press). Evidence-based practice in clinical psychology: what it is, why it matters, and what you need to know. Journal of Clinical Psychology. Stinson, J. N., McGrath, P. J., & Yamada, J. T. (2003). Clinical trials in the Journal of Pediatric Psychology: Applying the CONSORT Statement. Journal of Pediatric Psychology, 28, 159-167. Sue, S., Zane, N., & Young, K. (1994). Research on psychotherapy with culturally diverse populations. In A.E. Bergin, and S.L. Garfield (Eds), Handbook of psychotherapy and behavior change (4th edition, pp. 783-817. New York: John Wiley & Sons. Thomas, J., Harden, A., Oakley, A., Oliver, S., Sutciffe, K., Rees, R., Brunton, G., & Kavanagh, J. (2004). Integrating qualitative research with trials in systematic reviews. BMJ, 328, 1010-1012. Thome, S. (2000). Data analysis in qualitative research. Evidence Based Nursing, 3, 68-70. Whittemore, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of Advanced Nursing, 52, 546-553. Zhang, L, Ajiferuke, I., & Sampson, M. (2006) Optimizing search strategies to identify randomized controlled trials in MEDLINE. 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