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Hoewel de replieken op ons essay anders doen vermoeden, kunnen wij spreken van een geslaagd essay. De Belgische filosofe Patrica de Martelaere omschreef filosofie ooit als ‘krabben waar het jeukt’. Als we ergens in zijn geslaagd, dan is het wel om ergens aan gekrabd te hebben. Daar zijn essays ook voor, ze nodigen uit tot debat.

On validation of practice-based qualitative research Erica Baarends & Frits Simon An analysis of the most used literature on (practice-based) qualitative research in the Netherlands shows that the described criteria for validity are mainly derived from a quantitative perspective. As a consequence, the voice of the researcher dominates in the research instead of the voice of the research respondents. It is argued that in the age of Facebook and considering the current legitimization crisis of science, practice-based qualitative researchers need validation criteria that respect the polyvocality of the respondents.

Background: There is no clear guideline on how to teach students evidence-based decision making (EBDM), so this study aimed to assess the impact of an educational intervention on students’ EBDM skills. Methods: This was an explorative mixed-method study of 12 undergraduate occupational therapy students and their teacher. The teaching was aimed at increasing self-efficacy and cognitive skills in EBDM. Semi-structured interviews were conducted to gather the students’ perceived learning benefits. Before and after the intervention, a self-efficacy questionnaire, a critical thinking test, and scored generic cognitive skills in an argument were used as measures of learning achievements. Content analysis was applied to analyze the interview data. To analyze the quantitative data, the Wilcoxon signed rank test was applied. Results: Following the five teaching sessions, the participants’ experienced (a) an understanding of the value and challenges in individually tailored EBDM, (b) the ability to sort and select information, (c) being more cautious in reasoning and reaching conclusions, and (d) better interaction with clients. These categories were supported by significant increases in measures of self-efficacy and cognitive skills used in EBDM. Active, guided education and working with real clients were reported as powerful stimuli for learning. Conclusion: Critical thinking exercises used in authentic health professional evidence-based decisions are promising methods for promoting EBDM.

Als hulpverlener en als docent is het belangrijk dat je op de hoogte bent van de laatste ontwikkelingen in je vakgebied. Het laatste decennium wordt veel aandacht besteed aan de wetenschappelijke onderbouwing van diverse beroepen in de gezondheidszorg, de zorg dient ‘evidence based’ te zijn. In dit artikel wordt geschetst wat de uitgangspunten van de opleidingen zijn en volgens welke methodiek de implementatie wordt aangepakt.