Project to Enhance Research Literacy (PERL) - Evaluating and Assessing Outcomes
- 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
Links to Peer Reviewed Literature
Outcomes from each of the programs have been described through the literature. These links detail such measurements as well as the challenges of evaluation.
Attitudes and interests toward research among students at two colleges of acupuncture and Oriental medicine (2010)
This publication details evaluation of student attitudes from both the Oregon College of Oriental Medicine and New England School of Acupuncture. Outcomes are reported in Figure 1 (pg. 10) as well as Table 3 (pg. 13).
Learning activities to enhance research literacy in a CAM college curriculum. (2009)
Tables 1-3 (pg. 48-50) of this publication provide outcomes on student attitudes toward implementation of the APREE program at the Oregon College of Oriental Medicine. Qualitative assessment of student attitudes and utilization are also provided (Tables 7 & 8, pg. 53).
A Train the Trainer Model for Integrating Evidence-Based Medicine into a Complementary and Alternative Medicine Training Program (2011)
This publication provides an overview of the developmental process for a faculty training program course entitled "Principles of EBM for CAM Professionals" at the National College for Natural Medicine. Table 4 (pg. 92) and the text (pg. 90) discuss faculty changes in attitudes, use, and skills both after the program and during a follow up period.
Evaluation of the effects of an evidence-based practice curriculum on knowledge, attitudes, and self-assessed skills and behaviors in chiropractic students (2012)
This publication describes the evaluation of the EBP curricula at University of Western States. The primary outcome was knowledge base of EBP in Doctor of Chiropractic students. Secondary outcomes included EBP skills and attitudes. Table 2 (pg. 704) provides all outcomes, Figure 2 (pg. 705) & 3 (pg. 706) display knowledge and attitudes respectively.
Evidence Informed Practice as the Catalyst for Culture Change in CAM (2012)
This publication presents design concepts, analysis, and outcomes surrounding implementation of the EIP program Northwestern Health Sciences University. The results section (pg. 4), and Figure 1 (pg. 7), provide varied outcomes measures from the EIP program at NHSU.
Ways of Knowing: Integrating Research Into CAM Education and Holism Into Conventional Health Professional Education (2008)
This publication discusses results from focus group discussions on EIP attitudes both for faculty and students at Northwestern Health Sciences University. Similarities and differences are noted.
Advancing Integration Through Evidence Informed Practice: Northwestern Health Sciences University's Integrated Educational Model (2011)
This publication describes the development process for an integrated EIP course targeted for both Doctor of Chiropractic and Acupuncture and Oriental Medicine students simultaneously. Table 2 (pg. 7), as well as the evaluation section (pg. 4), present outcomes of student attitudes surrounding implementation of an interdisciplinary course.
Building Bridges: Qualitative Assessment of a Clinical Faculty Exchange between a Naturopathic and an Allopathic Medical Training Program (2011)
This publication outlines a faculty exchange program between Bastyr University and the University of Washington School of Medicine. Assessment was performed through focus group interviews and several key themes are presented from analysis.
Evaluating Student Abilities and Behaviors to Access Scientific Literature Following an Evidence-Based Practice Curriculum Intervention at a CAM Institution (2011)
This meeting abstract outlines the evaluation of 6 student cohorts during implementation of an Evidence Based Practice (EBP) program at National University of Health Sciences. Results show positive impact of EBP training on EBP competencies.
Developing a Student Mentored Research Program between Complementary and Alternative Medicine and Traditional, Research Intensive Universities to Foster Evidence-based Practitioners and Clinician-researchers (2013)
This meeting abstract outlines a collaborative mentoring program which heightened the research participation of Doctor of Chiropractic students. Success of the semester long program was atributed to the collaborative environment and clearly defined objectives.