West Coast Interprofessional Clinical Knowledge Evidence Disseminator (WICKED)

Title West Coast Interprofessional Clinical Knowledge Evidence Disseminator (WICKED)
Faculty/College/Unit Medicine
Status Active
Duration 3 Years
Initiation 04/01/2014
Funding Details
Year 1: Project Year Year 1
Year 1: Funding Year 2014/2015
Year 1: Project Type Large TLEF
Year 1: Principal Investigator Alison Greig
Year 1: Funded Amount 55,080
Year 1: Team Members

Joseph Anthony, Virtual Patient Project PT Lead
Diana Dawes, Research Coordinator

Year 1: Summary

This project is dedicated to the West Coast Interprofessional Clinical Knowledge Evidence Disseminator (WICKED), a web-based, interactive, simulated learning model that will be developed and tested to teach students the steps of evidence-informed health care (EIHC). EIHC is a minimum requirement for graduates from health professional programs. The content and design of the 5 virtual patient cases develop by this project will allow integration into the curricula of all health professionals.

Year 2: Project Year Year 2
Year 2: Funding Year 2015/2016
Year 2: Project Type Large TLEF
Year 2: Principal Investigator Alison Greig
Year 2: Funded Amount 29,500
Year 2: Team Members

Joseph Anthony, Physical Therapy, UBC
Charlotte Beck, Librarian, UBC
Diana Dawes, Physical Therapy / Family Practice, UBC
Martin Dawes, Family Practice, UBC
Lily Edelson, Family Practice, UBC
Alison Hoens, Physical Therapy, UBC
Maria Hubinette, Family Practice & CHES, UBC
Tara Klassen, Physical Therapy, UBC
Michael Lee, Occupational Therapy, UBC
Ben Mortenson, Occupational Therapy, UBC
Clare Newlands, Faculty of Medicine, UBC
Cameron Ross, Crossroads Family Practice, Trail

Year 2: Summary

The project team is currently developing and testing web-based, interactive, simulated learning modules to teach students the steps of evidence-informed health care (EIHC). Five Virtual Patient cases are being developed to align with the five steps of evidence based practice:

  1. Translation of uncertainty to an answerable question
  2. Systematic retrieval of best evidence available
  3. Critical appraisal of evidence for validity, clinical relevance, and applicability
  4. Application of results in practice
  5. Evaluation of performance

The rationale to support this project stems from the need for learners to adopt an evidence-informed approach to practice. EIHC is a minimum requirement for graduates from healthcare professional programs and clinicians need to be able to implement evidence-based policies and have a critical attitude to their own practice and to the evidence. The content and design of the cases developed through this project will allow integration into the curricula of all healthcare professionals.

Year 2: TLEF Showcase Year 2: TLEF Showcase
Year 3: Principal Investigator Alison Greig
Year 3: Funded Amount 33,656
Year 3: Project Year Year 3
Year 3: Project Type Large TLEF
Year 3: Funding Year 2016/2017
Year 3: Team Members

Joseph Anthony, Physical Therapy, UBC
Charlotte Beck, Librarian, UBC
Diana Dawes, Physical Therapy/Family Practice, UBC
Martin Dawes, Family Practice, UBC
Alison Hoens, Physical Therapy, UBC
Maria Hubinette, Family Practice & CHES, UBC
Tara Klassen, Physical Therapy, UBC
Michael Lee, Occupational Therapy, UBC
Ben Mortenson, Occupational Therapy, UBC
Clare Newlands, Faculty of Medicine, UBC
Cameron Ross, Crossroads Family Practice, Trail
Shayna Rusticus, Evaluation Studies Unit, UBC

Year 3: Summary

This project stems from the need for health professional learners to adopt an effective evidence-informed approach to practice, which is a minimum requirement for graduates from healthcare professional programs and an essential skill for effective clinical practice.

In 2014-15, the project team developed five web-based, interactive modules to teach students the steps of evidence-informed health care (EIHC). The modules align with the five steps of evidence based practice.

In 2015-16, the project team initiated a comprehensive evaluation that aims to: determine the short-term impact of the EIHC modules on student learning, and (2) evaluate the implementation of the modules into the Health Professional programs. Evaluation of the modules is essential to inform the future plans for 2016-17, which include: (1) expand the implementation of the modules to other UBC Health Professional programs and clinical practice contexts; (2) evaluate longer-term impacts; (3) enhance / improve the modules; and (4) transition the project to a sustainable, cost-recovery model.

Year 3: TLEF Showcase Year 3: TLEF Showcase