CRITICAL THINKING, PBL DAN

EVIDENCE-BASED PRACTICE
 CRITICAL THINKING

Critical Thinking consists of a mental process of

analyzing or evaluating information, particularly
statements or propositions that people have offered
as true.

A set of cognitive skills

The ability and intellectual commitment to
use those skills to guide behavior.
APA ITU “EVIDENCE-BASED PRACTICE”

The judicious use of the best available evidence

together with clinical expertise to make decisions
about the care of individual patients
 EBP is defined as “A shift in the culture of
healthcare provision away from basing decision
making on opinion, past practice and precedent
towards making more use of research and
evidence to guide clinical decision making”
(Appleby, 1995)

Tidak lagi berdasarkan pada: opini, asumsi,

pengalaman lalu, kira-kira dsb; tetapi lebih pada
hasil dan bukti-bukti penelitian.
Menurut Sackell (2003) EBP adalah merupakan
integrasi antara bukti dari riset terbaik
dengan keahlian klinis dan keuntungan pasien
 Clinical state & circumstances

Clinical expertise

Patients preferences Research evidence

& actions

Sumber: (Haynes et al., 2002)

Melalui penerapan EBP diharapkan dapat
memberikan guidance pada practisioner
dalam memberikan kualitas pelayanan yang
terbaik, efficient dan konsisten (Conrack,
2002)
1. Do not believed in anything simply
because you’ve heard it.
2. Do not believe in traditions because
they have been handed down for many
generations
3. Do not believe in anything because it is
spoken by many
4.Do not believe in anything merely on the
authority of your teachers & elders

But……..after observation and analysis,

when you find anything agrees with
reason & is conductive to the good and
the benefit of one then accept it
(Evidence Based Practice Centre, 2004)
 Five Steps in EBP
1. Convert information needs into
answerable questions
2. Track down, with maximum efficiency,
the best evidence with which to answer
these questions
3. Critically appraise the evidence
4. Apply the results to clinical practice
5. evaluate the results
Rob Herbert 2001
 Step 3
Appraising the evidence
 Finding and Appraising evidence

Accessing the evidence (medline, CINAHL,

Current contents, PEDro, Cochrane, Centre
for evidence based medicine)
Understand key concepts in research
(randomisation, blinding, subject numbers
and power to generalise, reliability of
outcome measures, statistical vs clinical
significance)
 The hierarchy of evidence
NHMRC 2000

Type Strength of evidence

I A systematic review of all relevant RCTs Bias
II At least one properly designed RCT
III-I Well-designed pseudorandomised CT
III-2 Comparative studies (inc. SR of these)
with allocation not randomised, cohort
studies, case-control studies.
III-3 Comparative studies with historical
control, interrupted time series no control
IV Case series, post-test or pre/post-test
 PROBLEM BASED LEARNING

Problem-based learning (PBL) is a total approach

to education. As defined by Dr. Howard Barrows
and Ann Kelson of Southern Illinois University
School of Medicine, PBL is both a curriculum and
a process

The curriculum consists of carefully selected and

designed problems that demand from the learner
acquisition of critical knowledge, problem solving
skill, self-directed learning strategies, and team
participation skills.
In problem-based learning, the traditional teacher and
student roles change.
The students assume increasing responsibility for their
learning, giving them more motivation and more
feelings of accomplishment, setting the pattern for
them to become successful life-long learners.
The faculty in turn become resources, tutors, and
evaluators, guiding the students in their problem
solving efforts.
BEBERAPA ALAMAT WEBSITE YG
DAPAT DIAKSES

•http://www.ptjournal.org
•http://www.pedro.fhs.usyd.edu.au
•http://www.physiotherapy.asn.au
•http://www.chestjournal.org
•www.library.utoronto.ca/medicine/ebm/
•http://cebm.jr2.ox.ac.uk
•www.cche.net/
•Beberapa mesin pencari:

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