Authors: Ward, Jeffrey J.¹; Plevak, David J.²

Source: Respiratory Care, Volume 49, Number 10, October 2004 , pp. 1199-1205(7)

Publisher: The Journal Respiratory Care Company

Abstract:

As the profession of respiratory care evolves, greater demands are being placed on educators, managers, and practitioners as they encounter a mass of new literature and the latest technology. Respiratory care schools and clinical departments are under increasing pressure to prepare students and staff with the skills needed to efficiently and effectively consider the numerous primary research investigations, systematic reviews, consensus practice guidelines, and institutional continuous-quality-improvement data. A classroom and work environment that encourages openness and discussion and rewards inquiry is of fundamental importance. Cooperative efforts from school and workplace can provide both student and practitioner with courses on scientific methodology, journal clubs, and equipment seminars. A student body and clinical staff that receive foundational and ongoing education in empirical methodology will respond by assisting in the development and implementation of practice protocols, quality assurance programs, and clinical research. A school and workplace that embrace these attitudes and practices will provide an environment that enhances learning, stimulates professional development, and ultimately provides the most current and best care for its patients.

Keywords: RESEARCH; RESPIRATORY CARE; RESEARCH METHODOLOGY; MOTIVATION; MEDICAL EDUCATION; TEACHING

Document Type: Research article

Affiliations: 1: Respiratory Care Program, University of Minnesota/Mayo Clinic, 1115 Siebans, 200 First Street SW, Rochester MN;, Email: ward.jeffery@mayo.edu 2: Respiratory Care Program, University of Minnesota/Mayo Clinic, Rochester, Minnesota

Publication date: 2004-10-01

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