Read How to Read a Paper: The Basics of Evidence-Based Medicine Online
Authors: Trisha Greenhalgh
4.
Boundary spanners
: An organisation is more likely to adopt a new approach to practice if individuals can be identified who have significant social ties both within and outside the organisation, and who are able and willing to link the organisation to the outside world in relation to this particular practice. Such individuals play a pivotal role in capturing the ideas that will become organisational innovations. If you've got a member of staff who is well connected in relation to an aspect of evidence-based practice, make a point of drawing on their connections and expertise. Send staff out of the organisation—on conferences, visits to comparable organisations, or to quality improvement collaboratives—and when they return, capture what they have learnt by making time to listen to their stories and ideas.
A specific tool to consider when working towards the ‘evidence-based organisation’ is the idea of integrated care pathways, defined as pre-defined plans of patient care relating to a specific diagnosis (e.g. suspected fractured hip) or intervention (e.g. hernia repair), with the aim of making the management more structured, consistent and efficient [50]. I have included an example of an attempt to introduce such a pathway in section ‘Ten questions to ask about a paper describing a quality improvement initiative’. A good care pathway integrates evidence-based recommendations with the realities of local services, usually via a multi-professional initiative that engages both clinicians and managers. The care pathway states not only what intervention is recommended at different stages in the course of the condition but also whose responsibility it is to undertake the task and to follow up if it gets missed. Whilst there are many care pathways in circulation, it is often the process of developing the pathway as much as the finished product that engages staff across the organisation to focus on evidence-based care in the target condition. If your organisation is resistant to the whole concept of EBM, you might find that the process of developing one care pathway for a relatively uncontroversial condition builds a surprising amount of goodwill and buy-in to the principle of evidence-based practice, which can be drawn upon in rolling out the idea more widely.
Finally, note that the UK National Institute for Health Research Health Service and Delivery Research Programme (see
http://www.netscc.ac.uk/hsdr/
) is funding an exciting collection of empirical studies on the development, delivery and organisation of health services, many of them highly relevant to the implementation of best practice at the organisational level. There are now over 300 reports of research studies on the implementation of evidence that you can download free of charge.
References
1
Van Someren V.
Changing clinical practice in the light of the evidence: two contrasting stories from perinatology. Getting research findings into practice
. London: BMJ Publications, 1994.
2
Gilstrap LC, Christensen R, Clewell WH, et al. Effect of corticosteroids for fetal maturation on perinatal outcomes. NIH consensus development panel on the effect of corticosteroids for fetal maturation on perinatal outcomes.
JAMA: The Journal of the American Medical Association
1995;
273
(5):413–8.
3
Crowley PA. Antenatal corticosteroid therapy: a meta-analysis of the randomized trials, 1972 to 1994.
American Journal of Obstetrics and Gynecology
1995;
173
(1):322–35.
4
Halliday H. Overview of clinical trials comparing natural and synthetic surfactants.
Neonatology
1995;
67
(Suppl. 1):32–47.
5
Booth-Clibborn N, Packer C, Stevens A. Health technology diffusion rates.
International Journal of Technology Assessment in Health Care
2000;
16
(3):781–6.
6
Chauhan D, Mason A. Factors affecting the uptake of new medicines in secondary care–a literature review.
Journal of Clinical Pharmacy and Therapeutics
2008;
33
(4):339–48.
7
Garjón FJ, Azparren A, Vergara I, et al. Adoption of new drugs by physicians: a survival analysis.
BMC Health Services Research
2012;
12
(1):56.
8
Robert G, Greenhalgh T, MacFarlane F, et al. Organisational factors influencing technology adoption and assimilation in the NHS: a systematic literature review. Report for the National Institute for Health Research Service Delivery and Organisation programme, London, 2009.
9
Woolf SH, Johnson RE. The break-even point: when medical advances are less important than improving the fidelity with which they are delivered.
The Annals of Family Medicine
2005;
3
(6):545–52.
10
Caulford PG, Lamb SB, Kaigas TB, et al. Physician incompetence: specific problems and predictors.
Academic Medicine
1994;
69
(10):S16–8.
11
Michie S, Johnston M, Francis J, et al. From theory to intervention: mapping theoretically derived behavioural determinants to behaviour change techniques.
Applied Psychology
2008;
57
(4):660–80.
12
Eccles M, Grimshaw J, Walker A, et al. Changing the behavior of healthcare professionals: the use of theory in promoting the uptake of research findings.
Journal of Clinical Epidemiology
2005;
58
(2):107–12.
13
Horsley T, Hyde C, Santesso N, et al. Teaching critical appraisal skills in healthcare settings.
Cochrane Database of Systematic Reviews. The Cochrane Library
2011;(05): 2001;(3):CD001270.
14
Taylor R, Reeves B, Ewings P, et al. A systematic review of the effectiveness of critical appraisal skills training for clinicians.
Medical Education
2000;
34
(2):120–5.
15
Coomarasamy A, Khan KS. What is the evidence that postgraduate teaching in evidence based medicine changes anything? A systematic review.
BMJ: British Medical Journal
2004;
329
(7473):1017.
16
Norman GR, Shannon SI. Effectiveness of instruction in critical appraisal (evidence-based medicine) skills: a critical appraisal.
Canadian Medical Association Journal
1998;
158
(2):177–81.
17
Green ML. Evidence-based medicine training in internal medicine residency programs.
Journal of General Internal Medicine
2000;
15
(2):129–33.
18
Green ML. Evidence-based medicine training in graduate medical education: past, present and future.
Journal of Evaluation in Clinical Practice
2000;
6
(2):121–38.
19
Green ML, Ruff TR. Why do residents fail to answer their clinical questions? A qualitative study of barriers to practicing evidence-based medicine.
Academic Medicine
2005;
80
(2):176–82.
20
Grimshaw J, Thomas R, MacLennan G, et al. Effectiveness and efficiency of guideline dissemination and implementation strategies.
Health Technology Assessment
2004;
8
:1–72.
21
Giguère A, Légaré F, Grimshaw J, et al. Printed educational materials: effects on professional practice and healthcare outcomes.
Cochrane Database of Systematic Reviews
2012;
10
.
22
Hysong SJ. Meta-analysis: audit and feedback features impact effectiveness on care quality.
Medical Care
2009;
47
(3):356–63.
23
Flodgren G, Eccles MP, Shepperd S, et al. An overview of reviews evaluating the effectiveness of financial incentives in changing healthcare professional behaviours and patient outcomes.
Cochrane Database of Systematic Reviews
(Online) 2011;
7
.
24
Scott A, Sivey P, Ait Ouakrim D, et al. The effect of financial incentives on the quality of health care provided by primary care physicians.
Cochrane Database of Systematic Reviews
(Online) 2011;
9
.
25
Greenhalgh T, Robert G, Macfarlane F, et al. Diffusion of innovations in service organizations: systematic review and recommendations.
Milbank Quarterly
2004;
82
(4):581–629.
26
Rogers E.
Diffusion of innovations
,
4th edition
. New York: Simon and Schuster, 2010.
27
Locock L, Dopson S, Chambers D, et al. Understanding the role of opinion leaders in improving clinical effectiveness.
Social Science & Medicine
2001;
53
(6):745–57.
28
Flodgren G, Parmelli E, Doumit G, et al. Local opinion leaders: effects on professional practice and health care outcomes.
Cochrane Database of Systematic Reviews
(Online) 2011;
8
.
29
Fischer MA, Avorn J. Academic detailing can play a key role in assessing and implementing comparative effectiveness research findings.
Health Affairs
2012;
31
(10):2206–12.
30
Garg AX, Adhikari NK, McDonald H, et al. Effects of computerized clinical decision support systems on practitioner performance and patient outcomes.
JAMA: The Journal of the American Medical Association
2005;
293
(10):1223–38.
31
Black AD, Car J, Pagliari C, et al. The impact of eHealth on the quality and safety of health care: a systematic overview.
PLoS Medicine
2011;
8
(1):e1000387.
32
Wong G, Greenhalgh T, Westhorp G, et al. RAMESES publication standards: realist syntheses.
BMC Medicine
2013;
11
:21 doi: 10.1186/1741-7015-11-21[published Online First: Epub Date].
33
Zahra SA, George G. Absorptive capacity: a review, reconceptualization, and extension.
Academy of Management Review
2002;
27
(2):185–203.
34
Ferlie E, Gabbay J, Fitzgerald L, et al. Evidence-based medicine and organisational change: an overview of some recent qualitative research, 2001.
35
Dopson S, FitzGerald L, Ferlie E, et al. No magic targets! Changing clinical practice to become more evidence based.
Health Care Management Review
2010;
35
(1):2–12.
36
Pettigrew AM, Ferlie E, McKee L.
Shaping strategic change: making change in large organizations: the case of the National Health Service
. London: Sage, 1992.
37
Gustafson DH, Sainfort F, Eichler M, et al. Developing and testing a model to predict outcomes of organizational change.
Health Services Research
2003;
38
(2):751–76.
38
Ferlie E, Crilly T, Jashapara A, et al. Knowledge mobilisation in healthcare: a critical review of health sector and generic management literature.
Social Science & Medicine
2012;
74
(8):1297–304.
39
Greenhalgh T. Change and the team: group relations theory.
British Journal of General Practice
2000;
50
:262–63.
40
Greenhalgh T. Change and the organisation 2: strategy.
British Journal of General Practice
2000;
50
:424–5.
41
Greenhalgh T. Change and the organisation 1: culture and context.
British Journal of General Practice
2000;
50
:340–1.
42
Greenhalgh T. Change and the individual 2: psychoanalytic theory.
British Journal of General Practice
2000;
50
:164–5.
43
Greenhalgh T. Change and the individual 1: adult learning theory.
British Journal of General Practice
2000;
50
:76–7.
44
Greenhalgh T. Change and complexity: the rich picture.
British Journal of General Practice
2000:514–5.