Program design for evidence-based health education

Rationale/Need for the Innovation The Institute of Medicine Committee on the Health Professions Education Summit in 2002 recommended that all health care professionals and trainees adopt evidence-based practice (EBP). A review of 2006 to 2011 publications found that EBP is found in most medical schools around the world, but it varies a great deal across institutions. By contrast, chiropractic has lagged on the uptake of EBP. A 2006 systematic audit on how comprehensively EBP is represented in Councils on Chiropractic Education, found that there was a slow uptake of EBP terminology and trends. Short description of the innovation This example from Macquarie University in Sydney, Australia, outlines the process through which a department collaboratively re-designed an existing five-year program as an EBP program. The process incorporated a series of facilitated workshops. To develop the concepts of evidence-based practice, program learning outcomes were organised into three ‘streams': professional practice, clinical research and clinical science. A whole-of-program approach was successfully used to map the teaching within an evidence-based framework. Potential impact on chiropractic education Strengthening evidence-based practice and curriculum alignment across an established education program is a complex task that requires investment from the whole program team. We discuss the need for active and ongoing collaboration in the implementation of change and reflect on the process as a method that can be taken up by other health education programs. This knowledge greatly assists staff and students to understand the flow of information within the program.