rod jackson epiq group university of auckland, nz gate: ebp with pictures © a graphic approach to...
TRANSCRIPT
![Page 1: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/1.jpg)
Rod JacksonEPIQ groupUniversity of Auckland, NZwww.epiq.co.nz
GATE: ‘EBP with pictures’
©
a Graphic Approach to Teaching EBPa Graphic Appraisal Tool for EBP
Graphic Architectural Tool for Epidemiology
5/9/05 Oxford
![Page 2: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/2.jpg)
What is evidence-based practice (EBP)?
Patient values
Funder issues
other evidenceSocio-cultural
issues
Psychosocial
Biomedical
Patient's prognosis & co-
morbidities
Epidemiological
Evidence
‘ways of know
ing”
Pract
itioner
Polic
y
Patient
![Page 3: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/3.jpg)
other evidence
Patient values
Funder issues
Socio-cultural issues
Psychosocial
Biomedical
Patient's prognosis & co-
morbidities
Epidemiological
Pract
itioner
Polic
y
Patient
What is evidence-based practice?
Evidence
‘ways of know
ing”
![Page 4: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/4.jpg)
more comprehensively (systematic reviews)
more critically (evidence appraisals) more quantitatively (probabilities)
‘using more evidence from clinical epidemiology (on diagnosis, prognosis &
interventions) to inform decisions’
What is evidence-based practice?
![Page 5: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/5.jpg)
What is the ‘evidence’ of EBP?
‘clinically relevant evidence, sometimes from basic science, but especially from patient-centred clinical research into the accuracy of diagnostic tests*, the power of prognostic markers*, and the efficacy & safety of interventions*’
Modified from Sackett et al. EBM 2nd Edition 2000
* from clinical epidemiological studies
![Page 6: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/6.jpg)
Epidemiological evidence is the cornerstone of EBP
‘understanding epidemiological study design is the essential skill for teachers of EBP’
![Page 7: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/7.jpg)
The 4 (5) steps of EBP
1. Ask a focussed clinical question2. Search for appropriate epidemiological evidence
to help answer question3. Appraise (critically) the evidence (validity,
impact, precision)4. Synthesise the evidence with patient, clinical &
policy issues; then apply (i.e. answer question)5. Assess/ evaluate practice (clinical audit).
Modified from DS et al
![Page 8: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/8.jpg)
CATs:
CriticallyAppraised
Topics:‘a tool for
modeling the steps of EBP’
www.epiq.co.nz
![Page 9: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/9.jpg)
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
www.epiq.co.nz
CAT forms: (in
Excel)
Intervention
Diagnosis
Prognosis/Risk (coming)
Systematic Reviews (coming)
download from:
![Page 10: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/10.jpg)
GATE: Graphic Appraisal Tool for Epidemiology
The GATE Approach: every epidemiological study hangs on the GATE frame
there is only one study design:• RCT - interventions• Cohort studies - prognosis / interv./ aetiology• Cross-sectional studies - diagnosis• Case-control studies - interv./aetiol.
![Page 11: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/11.jpg)
P
E C
O
GATE: Graphic Appraisal Tool for Epidemiology
T
©
GATE Frame: PECOT
• Population• Exposure• Comparison• Outcome• Time
![Page 12: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/12.jpg)
Population P
©
GATE: epi study design (P)
![Page 13: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/13.jpg)
Participant Population:
Source Population:
Eligible Population:
68,561 women screened from 20 outpatients/community screening centres
all eligibles invited (2763)
Post-menopausal, established CHD, < 80 yrs, no MI in last 6 mths, no HRT last 3 months
P
![Page 14: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/14.jpg)
Population
P
Comparison (C) [control]E CExposure (E)
[or intervention]
©
GATE: epi study design (E&C)
![Page 15: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/15.jpg)
HRT
Comparison (C) [control]E CExposure (E)
[or intervention]
Identical Placebo
![Page 16: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/16.jpg)
Population
P
ComparisonE C
Outcomes (O) O
yes
no
Exposure
a b
c d
©
GATE: epi study design (O)
![Page 17: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/17.jpg)
1º CHD
Outcomes (O) O
yes
no
E C
![Page 18: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/18.jpg)
mean HDL cholesterol (mmol/L)
Outcomes (O) 1.4
HRT
Placebo
1.27
![Page 19: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/19.jpg)
Population
P
ComparisonE C
Outcomes
Time (T)T
O
Exposure
©
GATE: epi study design (T)
![Page 20: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/20.jpg)
E C
CHD measured over 4.1 years(longitudinal)
Time (T)T
O
![Page 21: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/21.jpg)
E C
HDL cholesterol measured at 1 year(cross-sectional)
Time (T)T
O
![Page 22: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/22.jpg)
Population
P
ComparisonE1 CE2 E3
Multiple Exposure categories
©
Multiple Outcome categories
GATE: epi study design
![Page 23: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/23.jpg)
Population
P
Continuous measure of Outcomes e.g. lipids
O
low
medium
high
high…med..low
Continuous measure of
Exposure: e.g. body mass index
E
©
Correlation coefficient
GATE: epi study design
![Page 24: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/24.jpg)
Population
P
Exposure Group Comparison Group
non-randomised allocation
Outcomes O
“Life” is a cohort study: a “natural experiment”
Cohort (Follow-up) study: archetypal epidemiological study
TimeT
Real lif
e t
ime
EG
CG
cohort
ill-health
©
![Page 25: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/25.jpg)
Population
P
Cohort of women
diagnosed with breast
cancer
childbirth <2yrs before
diagnosis
Non-randomised allocation to prognostic
groups
yesdeath .
noO
Cohort study (prognosis): Danish Breast Cancer Cooperative
10 years
T
EG
CG
No childbirth <2 yrs before diagnosis
©
Kroman et al. BMJ 1997;315:851-5
![Page 26: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/26.jpg)
Population
P
Cohort of British Doctors
established in 1951
Smokers Non-smokersNon-randomised allocation (self-
reported smoking)
yesLung
Cancer .no
O
Cohort study (aetiology): British Doctors Study
T
EG
CG
50 years
©
Doll et al. BMJ 2004;328:1519
![Page 27: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/27.jpg)
Population
P Cohort of US Nurses
HRT No HRTNon-randomised allocation (self-reported use)
yesCHD .
noO
Cohort study (intervention): Nurses Health Study
T
EG
CG
10 years
©
Stampfer et al. NEJM 1991;325:756-62
![Page 28: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/28.jpg)
Population
P
Outcomes: CHD O
Randomised Controlled Trial (RCT): HERS
TimeT
Randomised allocation
EG
CG
Exposure (intervention): HRT
Comparison (control): Placebo
©
Hulley et al. JAMA1998;280:605-13
![Page 29: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/29.jpg)
Population
P
EG
CNo one allocated to Comparison
Group
Outcomes O
Time
Case series
T
Exposure Grp
©
![Page 30: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/30.jpg)
Population
P
Comparison Grp
CGAllocation:
randomised or non-
randomised
Outcomes O
Before-After Study(& cross-over study)
TimeT
Exposure Grp EG
©
![Page 31: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/31.jpg)
Population
P
O
Time ?
Cross-sectional (prevalence) study/survey: PECO
E/C assignment & Outcomes assessed in cohort at same Time
EG
CG
EGCG
Real lif
e t
ime
©
O LTPA
angina
angina
LTPA
![Page 32: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/32.jpg)
Population
P
+Test
Outcomes .-
O
Time
Diagnostic Test Accuracy Study (cross-sectional)
EG:Gold Standard +ve
CG:Gold Standard -ve
EG
CG
GS+ GS-
dc
ba
Allocation by measurement
©
![Page 33: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/33.jpg)
Population
P
+ve predictive value.
O
Time
Diagnostic Test Study Application (cross-sectional)
EG:Test +ve
CG:Test -ve
EG
CG
T+ T-
dc
ba
Allocation by measurement
©
-ve predictive value.
![Page 34: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/34.jpg)
Population
P=
Outcomes
a=
GATE: the NUMBERS
TimeT=
EG=
CG=
Exposure Group
Comparison Group
b=
c= d=
©
![Page 35: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/35.jpg)
Population
P= 2763
Outcomes
a= 172
GATE: the numbers = HERS
Time
T= 4.1 yrs
EG= 1380
Exposure Group
Comparison Group
©
CG= 1383
b= 176
![Page 36: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/36.jpg)
P=
a=
Epidemiology = numerator / denominator (E=N/D)
EG=
CG=
Denominators = EG x T and CG x T
b=
c= d=
Numerators = a or c and b or d
©
Population
sub-populations
outcomes
Occurrence = outcome / population
T
+
-
![Page 37: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/37.jpg)
P=
a=
GATE: occurrence = numerator / denominator
EG=
CG=
Exp. Group Occurrence EGO = a /
EG x T b=
c= d=
Comp. Group Occurrence CGO = b /
CG x T
©
T=
EGO = c / EG x T EGO = d / EG x T
![Page 38: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/38.jpg)
GATE: occurrence HERS
Exp. Group Occurrence EGO = A /
EGxT= 172/1380 x 4.1= 30.40/1000/yr
Comp. Group Occurrence CGO = B /
CGxT= 176/1383 x 4.1= 31.04/1000/yr
P= 2763
A= 172
EG= 1380
CG= 1383
B= 176
T= 4.1 yrs
![Page 39: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/39.jpg)
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
![Page 40: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/40.jpg)
OccurrenceEGO = Exposure Group Occurrence (A/[EGxT])
CGO = Comparison Group Occurrence (B/[CGxT]= 30.40 / 1000 persons / year
= 30.40 / 1000 persons / year
![Page 41: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/41.jpg)
Effects: comparing occurrences
Relative Effect/Risk (RR) = EGOCGO
e.g. relative risk, risk ratio, prevalence ratio, incidence ratio
Absolute Effect/Risk Difference (RD) = EGO - CGO
e.g. risk difference, absolute risk
Number Needed to Treat (NNT) to prevent/cause 1 event = 1/RD
![Page 42: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/42.jpg)
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
www.epiq.co.nz
Using GATE to frame all the steps
of EBP
![Page 43: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/43.jpg)
STEP 1: Ask focussed 5-part questions:
1. Participants (patient/population group)
2. Exposure (intervention if about therapy)
3. Comparison (there is always an
alternative!)
4. Outcome
5. Timeframe
![Page 44: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/44.jpg)
STEP 2: Search for best evidence using 3/4-part search terms:
1. Participants (patient/population group)
2. Exposure (intervention if about therapy)
3. Comparison (e.g placebo)
4. Outcome
![Page 45: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/45.jpg)
P
E C
Step 3a: appraise the evidence - hang the study & numbers on the GATE
frame: PECOT
T
O
Population
Exposure
©
Comparison
Outcome
Time
![Page 46: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/46.jpg)
P
E C
Step 3b:appraise the evidence: ‘did the right people get in the right places?
RAMM
T
O
Representative of who?
Allocated appropriately?
©
Measured well?-blinded or objective-complete
Measured well?-blinded or objective-complete
![Page 47: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/47.jpg)
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
R
A
M
M
![Page 48: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/48.jpg)
EBCP Step 4: applying the evidence - the X-factor
©
![Page 49: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/49.jpg)
Epidemiologic evidence
clinical considerations
Policy issuesPatient preferences
X-factor: making evidence-based decisions
X-factor: integrating everything
‘clinical expertise:other ways of knowing’
![Page 50: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/50.jpg)
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Step 4
![Page 51: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/51.jpg)
RAM
the evidence based practitioner
![Page 52: Rod Jackson EPIQ group University of Auckland, NZ GATE: EBP with pictures © a Graphic Approach to Teaching EBP a Graphic Appraisal Tool](https://reader035.vdocument.in/reader035/viewer/2022062619/5519b7dc55034667578b4876/html5/thumbnails/52.jpg)
the CAT:
a tool for life long learning