HSE 210: Introduction to Evidence Based Medicine - Comprehensive Study Notes

Course Overview

  • HSE 210: Introduction to Evidence Based Medicine, Evidence Based Health Care, and Evidence Based Practice are different names for the same core concept.
  • Instructor: Dr. Straub. Has spent the last 24 years with the athletic training education program; this fall marks the first term with a dedicated course for this content.
  • Target audience and cross-disciplinary enrollment: primarily undergraduate PT students, with Health Science Studies, OT, and nursing students mixing in. Discussion about whether all students in the School of Health Science should take this course, since it builds toward making good clinical decisions based on scientific evidence.
  • Section details: Course is in section 2:11–11:50; the instructor also has a 10:00–10:50 section. If a student has a conflict, they can attend the 10:00 section for a day (not a regular switch), by just showing up.
  • Location and contact: Office in EC 232 (front side of building, windowed office). Office hours are:
    • Monday and Friday: 12:00–1:30 (12:00 to 01:30).
    • Tuesday and Thursday: North Haven campus, 8:00–2:00, and will try to come to the main campus in the afternoon for a couple of hours.
    • Generally around Monday, Wednesday, Friday afternoons; sometimes later on Tuesday/Thursday.
    • Students can drop by to get questions answered rather than waiting to message or email.
  • Course materials and lecture format:
    • Textbook: Evidence Based Practice for Health Professionals and Interprofessional Approach. Readings from the textbook largely drive the lectures; the instructor’s presentations are largely derived from the textbook.
    • PowerPoints: Not typically handed out; most topics are covered in the textbook. A few topics may have PowerPoints. If you have accommodations, PowerPoints will be provided as needed.
    • If accommodations are needed, ensure paperwork is on file; the instructor may remind you to provide documentation to trigger accommodation access.
  • Core idea of evidence-based practice (EBP): integration of research, clinical expertise, and patient values to guide clinical decisions. Examples include cases where two patients with the same diagnosis receive different treatments due to differing value sets; one patient’s values lead to a different recommended path.
  • Prerequisites: Math 275 Biostatistics. Helpful for reading abstracts and understanding study pieces as you navigate abstracts and evidence.
  • Course emphasis: This is not a large-content, facts-heavy course (like nutrition or anatomy). It focuses on process: how to formulate and frame a question, how to search databases, and how to read and interpret results to inform patient care.
  • Exam and study philosophy: Exams test process and application, not just memorized facts. If you understand the process, you can perform tasks quickly with practice; novices may need more time, similar to changing spark plugs with a YouTube guide versus a mechanic who can do it in 45 minutes.
  • Student familiarity: Some students may have prior experience from FIS class with library systems; about 10% report familiarity, but most will benefit from guidance and helping peers.
  • Class interaction and peer learning: Students should help one another to ease information sharing and improve overall understanding.

Learning Objectives and Responsibilities

  • Read assigned information before class or the articles to be discussed.
  • Come prepared to participate in class discussions and electronic discussions.
  • Instructor uses questions to test understanding: can you explain or summarize what was discussed (e.g., last week’s topic)?
  • When asked a question, students should answer to the best of their ability. If a student says, “I don’t know,” the instructor will probe further to elicit more information.
  • There is no penalty for saying you don’t know; the goal is to stimulate problem-solving and discussion.
  • Attendance: Attendance is expected but not strictly required; being present is correlated with better outcomes.
  • Classroom etiquette: Be on time, avoid side conversations during lectures, and minimize device distractions.
  • Device use:
    • It’s fine to take notes on a computer if needed, but turn off email and messaging to minimize distractions.
    • Do not shop or engage in non-class activities during class.
    • Phones should be put away (off the desk) as even having a phone visible can distract you and others. If there is an urgent family matter (e.g., grandma is in the hospital), you may step out to check messages and return.
  • Pre-class readings: Two pre-class articles discussed:
    • One article suggests that note-taking by hand tends to improve retention, as typing can lead to capturing every word rather than processing and paraphrasing.
    • Another article discusses distractions from short texts during lectures, showing significant disruption to attention.
  • Accommodations: If you have accommodations, you will receive the PowerPoints; ensure paperwork is completed so you get the necessary materials.
  • AI in class: Artificial intelligence (AI) usage is a sensitive topic. AI can be used to brainstorm or ground ideas, but AI-produced work cannot be submitted as the student’s own work. AI should be in the background, not presented as the student’s own output. AI alone cannot replace the clinician’s ability to break down research, assess quality, identify flaws, and apply findings to patients.
  • Exams and quizzes: Four exams are planned, with occasional quizzes; exams are typically short answer, fill-in, and some multiple choice, with substantial emphasis on practical performance.
  • Assignments overview: Students will read abstracts and perform tasks such as identifying independent variables, dependent variables, limitations, and discussing how findings apply to a patient. These tasks emphasize applying research to clinical practice rather than merely reporting facts.
  • Assignments and penalties:
    • Homework assignments: There will be several homework tasks designed to practice search and appraisal skills.
    • Late policy: There is a penalty of $10\%$ per day for late submissions, and no assignment should be more than two days late unless approved for extenuating circumstances (e.g., illness).
  • Projects:
    • Patient-Reported Outcome Measure (PROM) project (individual): You will select a PROM, apply it to a friend or family member, then reassess 3–4 weeks later and write a report detailing experiences and outcomes.
    • Group project (capstone-style): In groups, generate a clinical-based question about a patient, decide between treatment A or treatment B, and use 5–6 articles to answer the question. The group will present findings to the class in the final week of the term (12–15 minutes; professional presentation; business casual attire).
  • Grading: Total points around $550$ (subject to change based on the number of homework assignments and quizzes); no extra credit.
  • Class partner/group support: Students should form a class partner or small group to share notes if someone misses a day.
  • Preparation for the exam schedule: An explicit example schedule is provided; the approximate schedule indicates that exam one will occur around September 24. The plan is to finish content, have a Q&A session on an intervening day, and then take the exam on the following day. Students will be notified well in advance of the exact date; there will be a day between content completion and the exam so students can ask questions.

Course Schedule and Key Dates (Illustrative)

  • Approximate course schedule provided; exact dates given in class when known.
  • Exam 1 around September 24 (approximately). You will know the exact date in advance; there will be a one-day buffer after content completion for questions before the exam.
  • Final presentation and group project deliverables occur in the last week of class.

Class Collaboration and Notes Sharing

  • Having a class partner or a small group is recommended to share notes if you miss class due to illness or other reasons.
  • The instructor encourages collaboration and mutual support so that everyone remains up to date on content.

Key Examples, Metaphors, and Real-World Relevance

  • Metaphor: Spark plugs in a car analogy – with practice, tasks like research appraisal can be performed quickly, similar to how an experienced mechanic completes a job faster than a novice after learning from videos.
  • Example of differing recommendations for the same diagnosis: Mom’s doctors A and B both have reasonable approaches; patient (Mom) values influence which approach is recommended; the right choice depends on clinical expertise and patient preferences, not a single correct answer.
  • Real-world relevance: Evidence-based practice is foundational for making patient-centered, value-informed clinical decisions in real-world settings, including interprofessional care across PT, nursing, OT, and other health disciplines.

Mathematical and Analytical References (LaTeX)

  • Evidence-Based Practice concept:
    \text{EBP} = \text{integration}\left(\text{Research}, \text{Clinical_Expertise}, \text{Patient_Values}\right)
  • Late homework penalty:
    \text{LatePenalty} = 0.10 \times \text{daysLate}
    with the constraint: "no assignment more than two days late" unless approved.
  • Total course points (approximate):
    \text{TotalPoints} \approx 550.