clinical questions asked and pursued by rehabilitation therapists: an exploratory study of...
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Doctoral Defense, McGill University, June 8, 2012TRANSCRIPT
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Clinical questions asked and pursued
by rehabilitation therapistsAn exploratory study of information needs
Lorie KlodaMLIS, PhD candidate
School of Information StudiesJune 8, 2012Oral Defense
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Outline
BackgroundResearch questions
MethodsFindings
ConclusionsLimitations
ContributionsFuture research
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Research objective
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Research objective
To explore the clinical questions of rehabilitation therapists
in the context of their everyday practice
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Background
Information needs of this group not known
Difficulty formulating clinical questions
Research not transferred into practice
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Information behaviour
(Wilson, 1997, p. 569)
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Information behaviour
Information need
Person-in-context
Enablers/obstaclesInformation
seeking
Information processing and use
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Information behaviour
Information need
Person-in-context
Enablers/obstaclesInformation
seeking
Information processing and use
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Evidence-based practice
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Evidence-based practice
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Clinical question
A formalized information need related to the care of a patient.
From Taylor’s (1968) typology of information needs or questions:
Q1. Visceral need
Q2. Conscious need
Q3. Formalized need
Q4. Compromised need
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PICO Problem/Person
InterventionComparisonOutcome
(Richardson, Wilson, Nishikawa, & Hayward, 1995)
PESICO PersonEnvironmentStakeholdersInterventionComparisonOutcome
(Schlosser, Koul, & Costello, 2007)
PICO + Problem/PersonClient’s settingClient’s valuesInterventionComparisonOutcome
(Bennett & Bennett, 2000)
Clinical question structure
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PICO Problem/Person
InterventionComparisonOutcome
(Richardson, Wilson, Nishikawa, & Hayward, 1995)
In adults with sinusitis, does a 3-day course of antibiotics work as well as a 10-day course, with
fewer adverse effects?
Clinical question structure
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Research questions
1
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Research questions
What clinical questionsdo rehabilitation therapists ask?1
2
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Research questions
What clinical questionsdo rehabilitation therapists ask?1a Types 1b Formulation
1
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Research questions
What clinical questionsdo rehabilitation therapists ask?
How do rehabilitation therapists choose which clinical questions to pursue?
1
2
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Rehabilitation therapist
A certified professional whose aim is to improve the functional independence of individuals with
physical or cognitive disabilities.
Physiotherapist (PT) Occupational therapist (OT) Speech-language pathologist (SLP)
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Methods
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Recruitment & data gathering
Interviews Clinical questions
Occupational therapists 4 26Physiotherapists 4 44
Speech-language pathologists 7 59__________ ________
15 129
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Clinical question foci
Treatment selection 33%
Clinical manifestations of disease 17%
Prognosis 13%
Assessment tool selection 9%
Terminology 9%
Treatment procedures 9%
Etiology 5%
Practice-related self-improvement 4%
Assessment tool procedures 3%
Patient or family’s experiences and concerns 2%
Anatomy, physiology, and pathophysiology 2%
Epidemiology 1%
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Clinical question foci
Treatment selection 33%
Clinical manifestations of disease 17%
Prognosis 13%
Assessment tool selection 9%
Terminology 9%
Treatment procedures 9%
Etiology 5%
Practice-related self-improvement 4%
Assessment tool procedures 3%
Patient or family’s experiences and concerns 2%
Anatomy, physiology, and pathophysiology 2%
Epidemiology 1%
63%
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Treatment selection
Are compensatory strategies designed to maximize airway protection during the swallow
efficacious in reducing silent aspiration?
SLP3
“
”
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Clinical manifestations of disease
What are the signs/symptoms of lateral medullary infarct/syndrome?
PT2
“
”
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Prognosis
What is the prognosis for recovery in frontal cerebrovascular accidents
(compared to other types)?
PT4
“
”
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Structural elements
Is there a role for interval training with gait re-education
post-cerebrovascular accident?
intervention
populationproblem
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Clinical question structure
Problem 69%
Intervention 41%
Population 39%
Outcome measure 11%
Temporality 7%
Context 5%
Professional stakeholder 3%
Patient or family stakeholder 1%
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Clinical question structure
Problem 69%
Intervention 41%
Population 39%
Outcome measure 11%
Temporality 7%
Context 5%
Professional stakeholder 3%
Patient or family stakeholder 1%
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Why pursue clinical questions?
MemoryBelief in existence of an answer
Use of answerFeeling of responsibility
Effort requiredSelf-efficacy
Organizational support
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Conclusions
1
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Conclusions
What clinical questionsdo rehabilitation therapists ask?1a Types 1b Formulation
1
2
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Conclusions
Therapists’ clinical questions can be characterized by 1 of 12 foci, formulated
with 8 possible structural elements1
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Conclusions
How do rehabilitation therapists choose which clinical questions to pursue?
1
2
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Conclusions
7 themes explain why therapists choose to pursue some clinical questions while
leaving others unanswered
1
2
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Limitations
No direct observation
Recall
Not exhaustive
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Contributions
Theoretical Contributions
• Builds on existing models of information behaviour• Supports Wilson’s (1997) revised model of
information behaviour• Links research on clinical questions to Taylor’s
definition of information needs• Adds to knowledge on the information behaviour of
health professionals• Suggests improvements to evidence-based practice
framework in rehabilitation
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Contributions
Practical Contributions
Reference interviewInformation literacy instructionDatabase selection and design
Health sciences curricular designOrganizational support
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Future research
Information behaviour of stroke therapists
Clinical question analysis
Information needs in allied health
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Acknowledgements
Dissertation committeeJoan Bartlett (chair), France Bouthillier,
Nicol Korner-Bitensky, Andrew Large & Pierre Pluye
Funding Thomson Scientific / MLA Doctoral Fellowship
Fonds québecois de la recherche sur la société et la culture
Canadian Library Association World Book Scholarship
Study informants
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Selected publications & talks
Kloda, L. A., & Bartlett, J. C. (2012). Characterizing clinical questions of occupational therapists, physical therapists, and speech-language pathologists. Medical Library Association Annual Meeting, Seattle, WA, May 18-23, 2012.
Kloda, L. A., & Bartlett, J. C. (2010). From uncertainty to answerable questions: Question negotiation in evidence-based practice. Canadian Health Libraries Association (CHLA) Annual Conference, Kingston, ON, June 7-11, 2010.
Kloda, L. A. & Bartlett, J. C. (2009). Clinical information behavior of rehabilitation therapists: A review of the research. Journal of the Medical Library Association, 97(3), 194-202.
Kloda, L. Rehabilitation therapists’ clinical questions in the context of evidence-based patient care: An exploratory study. (2009). Canadian Association for Information Science (CAIS) 37th Annual Conference, Carlton University, Ottawa, ON, May 28-30, 2009.
Kloda, L. A. & Bartlett, J. C. Rehabilitation therapists’ clinical questions (poster). (2009) American Society for Information Science & Technology (ASIS&T) Annual Meeting, Vancouver, BC, November 6-11, 2009.
Kloda, L. A. (2008). Exploring rehabilitation therapists’ clinical questions for evidence based patient care. Information Research, 13(4), paper wks07.
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Supplemental Slides
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Figure 2-1: Wilson’s revised general model of information behaviour
(Wilson, 1997, p. 569, Figure 5)
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Table 2-2: Information behaviour investigated in research on therapists
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Table 2-4: Comparison of question formulation structures
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Table 2-5: Question types in medicine and rehabilitation
a(Adapted from Straus et al., 2011, p. 18); b(Adapted from Bennett & Bennett, 2000, p. 174)
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Table 3-2: Characteristics of informants
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Figure 3-1: Coding clinical questions for structural elements
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Table 4-1: Clinical questions gathered
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Figure 4-1: Clinical questions pursued and answered
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Table 4-2: Foci of clinical questions
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Table 4-3: Structural elements identified
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Memory
“I forget about it. Time goes and I have other projects and there’s other patients and because it’s busy, I just tend to drop this as the first thing to do.” (OT2)
“Honestly, time and I forget, you know.” (PT4)
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Belief or doubt in existence of an answer
”Well I, you know, I have great faith that every time I go to research something that there’s just so much information that I know that there is unbelievable amounts of information. I have faith that I will be able to answer, that I will find the information. But it’s not easy, you know.” (SLP2)
“I don't think that's likely to be answerable because it's a combination of things and usually that’s exclusion criteria in all the studies.” (PT1)
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Intended use of the answer
Advance professional knowledge or understanding
“There will probably be information about what they're doing, but I think it wouldn't vary much differently from what I'm already doing. So it might give me a few new ideas, but I don't think it would really change my practice all that much.” (PT3)
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Intended use of the answer
Establish Authority
”It would have helped. In this case, it would have helped because there was a discrepancy between what we were saying and what the family was saying.” (SLP4)
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Intended use of the answer
Decision making
Impact on patient wellbeing
Impact on future patients
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Feeling of responsibility
“At least, once I wrote it down. I’d better look for the answers.” (SLP1)
“I think it’s going to be really depressing because I’m not going to have time to answer it.” (OT2)
” really should look that up.” (SLP5)
”I’m notoriously... Bad bad therapist.” (OT4)
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Effort required to find an answer
“… you have to wade through a lot of stuff.” (SLP2)
“It’s unlikely that this is the type of question I would invest time in trying to track down an answer to, especially because it’s to the extent an answer exists, it’s likely to be in books or journals or whatever that I am not familiar with so it would be extra work for me to find it.” (SLP3)
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Self-efficacy
“That’s part of the problem because to me looking at the literature sounds like a big mountain. I don’t really know what to do although I kind of, you know, I had to do it in university but I kind of forgot. I remember the Medline and whatever but like today, if I have to go, I would be like what am I supposed to do? Where do I start? So it’s not like a fast thing because I’m not used to do it. It’s part of the problem. If it was fast, like if I knew exactly where to go and whatever, I would probably do it maybe a little bit more.” (PT4)
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Perceived organizational support
For locating evidence– Librarian– Resources (databases)– Computer access, internet access
For implementing evidence
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Table 5-1: Comparison of question formulation structures revisited
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Figure 5-1: Factors influencing therapists’ decision to pursue clinical questions
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Sample coding for interview transcript
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