Behaviors of an EBP Practitioner
I am in the final week of facilitating an online course that is the first course in our Transition DPT program at Regis University. Clinicians from all different backgrounds and experience levels have been exploring the principles of evidence-based practice. Recently, I asked them to think about these questions: “How would you know if someone was a true evidence-based practitioner? What are the specific behaviors consistent with evidence-based practice?” Here is just a sampling of some of the better responses. I am submitting this as a catalyst for further discussion here.
Someone is an evidence-based practitioner if they:
1. can provide a brief history of the development of EBP principles.
2. can articulate the definition and main principles of EBP.
3. differentiate foreground and background questions related to patient management.
4. can effectively frame a question that increases the likelihood of a successful literature search.
5. can perform both primary and secondary literature searches, and can select the database that will most efficiently answer their clinical question.
6. think in terms of probability when making clinical decisions.
7. understand the importance of the diagnostic process in classifying patients into groups that improve management decisions.
8. have a working knowledge of various test characteristics such as sensitivity, specificity, predictive value, likelihood ratios, responsiveness, risk, number needed to treat, and accuracy.
9. use a screening exam, history, and physical exam processes that emphasize questions and tests that are likely to efficiently and effectively classify (diagnosis) the patient, and similarly, eliminate components that do NOT assist in this process.
10. incorporate prognostic factors into clinical decision-making.
11. use hierarchy or levels of evidence to determine value of evidence in patient-centered decision-making.
12. incorporate patient values, needs and desires into clinical decision-making.
13. can articulate the strength of evidence for high-volume interventions in their particular practice setting.
14. are familiar with the process for establishing a clinical guideline and/or prediction rule and knows if they exist for these high-volume interventions.
15. are familiar with and use validated, patient-centered outcome measures for high-volume conditions.
16. monitor their clinical outcomes and compare their outcomes with existing literature, if available.
17. not only know the evidence, but put it into action.
18. take time to be a reflective practitioner who is devoted to maintaining knowledge of current best practice, and can mentor others in the process.
19. have the ability to integrate the principles of EBP and the hierarchy of evidence in the selection and standardization of continuing education courses being offered for practicing clinicians.
20. are able to answer a patient’s inquiry or address an dilemma with a thorough search of the literature, identifying current best evidence and a summarizing for the patient in a timely manner.
21. annotate documents (e.g. letters to doctors & 3rd parties) with evidence references to support assertions about patient care.
22. place colleagues in positions to learn and grow first.
23. strive towards efficient and effective time management.
24. will understand that new developments from research may confirm, modify, or simplify their current approach being used that was once developed by previous evidence based research.
25. will consider the role of psychosocial aspects and how that may affect patients both emotionally and physiologically.
26. balance preparedness with opportunism (paraphrased from Sackett).
27. recognize the clinical experience component of the EBP paradigm and collaborate with experienced fellow professionals in an effort to provide the best care for the patient.
28. anticipate change and sees their practice as dynamic.
29. will understand the difference between "what should work" and "what does work", and will advocate for the the latter, and finally
30. know that EBP is not a four-letter word.
Tim Noteboom, PT, PhD (& the 47 students in DPT 770 Professional Development)





