Project to Enhance Research Literacy (PERL) - Developing Programs
- Getting Started
- Gaining Support and Momentum
- Developing Programs
- Evaluating and Assessing Outcomes
- Collaborating with Other Institutions
- Transferring knowledge from Classroom to Clinic
- Reflecting on the Experience
- NCCIH Education Grant Related Publications
- Achieving Competency in Evidence Informed Practice: A Resource Guide
- Frequently Asked Questions
- About Us
Various approaches have been taken to develop student curricula at each of the NCCIH R25 grantee institutions. Here you will find an assortment of strategies that have been employed. For outcomes of these approaches, please see the Evaluation section on this website.
Teaching research literacy: a model faculty development program at Oregon College of Oriental Medicine. (2010)
Reviews the development of research literate competencies developed by OCOM for the APREE program. The nine competencies are listed in Table 1 (pg. 113) along with a brief description of each.
Oregon College of Oriental Medicine (OCOM) developed a series of faculty competency posters for the "Research Literate Practitioner". Posters (provided courtesy of OCOM) match the nine competencies developed for the APREE program.
Learning activities to enhance research literacy in a CAM college curriculum. (2009)
Table 4 (page 51) lists EIP competencies used for the APREE program at the Oregon College of Oriental Medicine.
Training the evidence- based practitioner University of Western States document on standards and competencies (2011)
This publication details the development of a comprehensive standards document for EBP curriculum development. Page 33 and 34 provide EIP standards. The full comprehensive document on standards, learning objectives and competencies is included in the following link.
Developing an EBP Curriculum
This summary guide (provided courtesy of the University of Western States) walks the reader through a series of seven steps to develop an EBP curriculum and provides an excellent overview of the entire development process. Included are standards, competencies, examples of curricular integration, faculty training approaches, reference lists and strategic tips.
Annotated EBP Standards, Learning Objectives and Competencies
(provided courtesy of the University of Western States)is a fully annotated, comprehensive guide for curricular development. Advice for curricular content and teaching are included with a fully referenced commentary and lessons learned from the process.
Advancing Evidence Informed Practice Through Faculty Development: The Northwestern Health Sciences University Model (2011)
This publication describes a three-phase approach toward faculty development at NWHSU. EIP competencies are provided in Table 1, pg. 9.
IAMSE Featured Symposium Presentations
A series of presentations addressing research literacy was given at the 2012 Annual Meeting of the International Association of Medical Science Educators. Included is a description of the symposium and three slide presentations (provided courtesy of Georgetown University, and the presenters) that provide competencies, various challenges and methods to enhance research literacy.
Competencies for Optimal Practice in Integrated Environments
Competencies for Optimal Practice in Integrated Environments were identified through a collaborative iterative process inclusive of leaders of all ACIH member disciplines as critical skills necessary for practice in integrated teams. Competency number 5 focuses on EIP.
CCAOM Research Literacy Syllabus
(provided courtesy of Pacific College of Oriental Medicine) is a suggested course for enhancing research literacy. Included are competencies in EIP, learning objectives, suggested resources and several examples of course syllabi.
Student Ranking of "Evidence Informed Practice Guidelines"...
(provided courtesy of Pacific College of Oriental Medicine) outlines ten EIP competencies and identifies the top three for various student cohorts at the Pacific College of Oriental Medicine.