Dear PT colleagues,
The email posted by Henry on “evidence based practice” on 16 October 2000
has certainly triggered a significant number of insightful, inflammatory
(regarding EPAs), informative and often incisive email exchanges. When Ms.
Nikki Petty wrote that concepts from Maitland, McKenzie, Mulligan, Edwards,
Elvey, Butler, Travell & Simons, Jull, Richardson, Hodges, Hides,
Kaltenborn, Cyriax were taught to undergraduate physiotherapy students at
the University of Brighton (School of Healthcare Professions), Henry was
clearly (in writing) impressed. Although concepts of renowned experts and
gurus are taught, I wonder if these concepts were critically analysed in
light of studies that support or challenge cherished concepts like capsular
patterns or the ability of McKenzie trained testers to reliably classify
patients with LBP into meaningful clinical classifications groups? Taking
the time to teach students the concepts is admirable; but getting the
students to critically analyse the concepts (and be comfortable with the
uncertainty of the clinical world) is however the harder part.
Instead of advertising which school is teaching what, or who came from
where, evidence-based practice should perhaps encompass more than a “wrench
box” of eponyms and techniques to include a thoughtful discussion of our
research and our foundation sciences – something that cannot be achieved
reasonably within the confines of a 3 or 4-year baccalaureate course.
Regards,
Pua Yong Hao
Singapore
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