Dawes Martin, Summerskill William, Glasziou Paul, Cartabellotta Antonino, Martin Janet, Hopayian Kevork, Porzsolt Franz, Burls Amanda, Osborne James
Department of Family Medicine, McGill University, Montreal, Canada.
BMC Med Educ. 2005 Jan 5;5(1):1. doi: 10.1186/1472-6920-5-1.
A variety of definitions of evidence-based practice (EBP) exist. However, definitions are in themselves insufficient to explain the underlying processes of EBP and to differentiate between an evidence-based process and evidence-based outcome. There is a need for a clear statement of what Evidence-Based Practice (EBP) means, a description of the skills required to practise in an evidence-based manner and a curriculum that outlines the minimum requirements for training health professionals in EBP. This consensus statement is based on current literature and incorporating the experience of delegates attending the 2003 Conference of Evidence-Based Health Care Teachers and Developers ("Signposting the future of EBHC").
Evidence-Based Practice has evolved in both scope and definition. Evidence-Based Practice (EBP) requires that decisions about health care are based on the best available, current, valid and relevant evidence. These decisions should be made by those receiving care, informed by the tacit and explicit knowledge of those providing care, within the context of available resources. Health care professionals must be able to gain, assess, apply and integrate new knowledge and have the ability to adapt to changing circumstances throughout their professional life. Curricula to deliver these aptitudes need to be grounded in the five-step model of EBP, and informed by ongoing research. Core assessment tools for each of the steps should continue to be developed, validated, and made freely available.
All health care professionals need to understand the principles of EBP, recognise EBP in action, implement evidence-based policies, and have a critical attitude to their own practice and to evidence. Without these skills, professionals and organisations will find it difficult to provide 'best practice'.
循证实践（EBP）存在多种定义。然而，这些定义本身不足以解释循证实践的潜在过程，也无法区分循证过程和循证结果。有必要明确阐述循证实践（EBP）的含义，描述以循证方式开展实践所需的技能，并制定一份课程大纲，概述对卫生专业人员进行循证实践培训的最低要求。本共识声明基于当前文献，并融入了参加2003年循证医疗保健教师与开发者会议（“为循证医疗保健指引未来方向”）的代表们的经验。
循证实践在范围和定义上都有所发展。循证实践（EBP）要求有关医疗保健的决策基于现有最佳、当前有效且相关的证据。这些决策应由接受治疗的人员做出，并在现有资源的背景下，依据提供治疗的人员的隐性和显性知识。卫生保健专业人员必须能够获取、评估、应用和整合新知识，并具备在整个职业生涯中适应不断变化的情况的能力。培养这些能力的课程需要以循证实践的五步模型为基础，并以持续研究为依据。应继续开发、验证并免费提供每个步骤的核心评估工具。
所有卫生保健专业人员都需要理解循证实践的原则，识别实际中的循证实践，实施循证政策，并对自己的实践和证据持批判性态度。没有这些技能，专业人员和组织将难以提供“最佳实践”。
