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Intro Part 2: Evidence-based Practice & Practice-based evidence

Within education there are two broadly competing educational philosophies—traditional and progressive (Snider, 2006). Traditional education emphasises the need for students to progress through the curriculum in specific steps for each curriculum area, by achieving mastery of each preceding step, before progression on to the next; whilst, in contrast, progressive education promotes methods that are intended to foster children’s innate interest in learning; although this latter type of education relies on children progressing only as rapidly as they would learn on their own without any direct intervention (Fredrick, Deltz, Bryceland, & Hummel, 2002).

In order to develop and provide effective educational practices it is essential that education follow evidenced-based practice and practice-based evidence approaches. The former refers to the use of well-controlled scientific research in determining what has been shown to work. The latter refers to methods of monitoring practice that clearly demonstrates that practice is having the desired effects that were expected from the research evidence (i.e., in the case of education, is effective educational practice). Continue reading Intro Part 2: Evidence-based Practice & Practice-based evidence