What evidence? Whose evidence? Bringing a critical pedagogy perspective to the teaching of evidence-based practice in the health sciences

Abstract

Evidence-based practice requires clinicians to use the best research evidence available, their knowledge of the patient’s preferences and life situation, and their own clinical expertise to provide optimal care (American Physical Therapy Association, 2020; University of Maine Fort Kent, 2020). But how is “best available” defined, who is missing from the evidence, how is the evidence being obtained, and who decides what expertise counts?

During this podcast, two health sciences librarians discuss the historical roots of evidence-based practice and talk to three clinicians working to expand the evidence base in health care. They explore how evidence-based practice plays out in “the real world” and its implications for policymaking and advocacy. While reflecting on the clinicians’ insights and their own experiences, the librarian hosts propose strategies for teaching evidence-based practice through a critical librarianship lens and offer ideas for engaging in dialogue about the concept within and beyond the library. (Note: Podcast music composed and performed by Stacy Torian)