Evidence-Based Management: A New Approach to Teaching the Practice of Management
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This document discusses teaching evidence-based management (EBMgt) through a "pull" approach using five steps: 1) Formulate an answerable question, 2) Search for the best available evidence, 3) Critically appraise the evidence, 4) Integrate the evidence and apply it, and 5) Evaluate the process. It describes strategies used by two professors to teach EBMgt concepts and skills to MBA students through various exercises and assignments integrated across courses. Feedback from students indicated realization of both the lack of evidence use in decision-making and the existence of information beyond personal experience. The document concludes with directions for continuing to develop teaching strategies and formally evaluating EBMgt education outcomes.
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Evidence-Based Management: A New Approach to Teaching the Practice of Management
- 1. Evidence-Based Management: A New Approach to Teaching the Practice of Management Roye Werner PDW, Annual AOM 2011, San Antonio Eric Barends Rob Briner Blake Jelley Denise Rousseau Lori Peterson
- 3. PDW, Annual AOM 2011, San Antonio Rob Briner Part 1: EBMgt: What ’ s Stopping Us?
- 39. Part 2: Without a Map Life in the (EBMgt) information universe Roye Werner
- 42. Peer-reviewed (vague estimate) Map: Management Advice What they see Found on Google? Articles in magazines, newspapers, trade publications, journals. Example: 1,471,332 under subject heading “Management” in ABI-Inform database - of those, 135,778 peer-reviewed. Print is almost gone. Books from academic, trade, and popular presses . Amazon lists 10,000 books on “Management Science” and 6,500 on “Organizational Behavior.” Also large sections in bookstores. Print still rules, but how long before ebooks take over? Websites, blogs, apps, social networks, open courseware . i.e. MIT Sloan courses, HRM Today network, “My MBA – Human Resources” app, HRSpace twitter, business professor blogs, British Library Management Portal Organizations. i.e. SHRM, Conference Board, CEBMa(!) Consultants. US has 361,206 management consultancies listed in Dun & Bradstreet.
- 43. Google Scholar ProQuest (ABI Inform, etc.) EBSCO (Business Source Premier, etc.) JSTOR Library discovery service, (Summon, Worldcat Local, Primo Central, etc.) or federated searching program Databases (3 popular ones) Academic books (soon to be mixed with databases) Map: Management Advice What you want them to see
- 44. Tips for Teachers: 1 Find out what databases your university library offers
- 45. Work with your librarians. They can teach classes, confer with students, create guides. They want to do this! Tips for Teachers: 2
- 46. Example of a librarian-created guide Tips for Teachers: 2
- 47. Offer hands-on training and practice Tips for Teachers: 3
- 48. Put links to resources on your course management system Tips for Teachers: 4
- 53. Eric Barends PDW, Annual AOM 2011, San Antonio Part 3: The 5-step pull approach
- 55. An EBM approach to education JAMA, 1992
- 56. Push vs Pull Push: teaching management principles based upon a convergent body of research and telling students what to do. Pull: teaching students how to find, appraise and apply the outcome of research (evidence) by themselves
- 58. The 5 steps of ‘ pull ’ EBM 0. A ware 1. A sk 2. A cquire 3. A ppraise 4. A pply 5. A nalyze & A djust
- 60. 1. Asking the right questions
- 61. Answerable question I am a consultant, my client a large health-care organization. The board of directors has plans for a merger with a smaller healthcare organization. However, it’s been said that the organizational culture differs widely between the two organizations. The board wants to know if this can impede a successful outcome. Postgraduate Course
- 62. P = Population or problem I = Intervention or successfactor C = Comparison O = Outcome C = Context Answerable question: PICO(C) Postgraduate Course
- 63. Answerable question: PICOC P: What kind of Population are we talking about? Middle managers, back-office employees, medical staff, clerical staff? O: What kind of Outcome are we aiming for? Employee productivity, return on investment, profit margin, competitive position, innovation power, market share, customer satisfaction? P/C: And how is the assumed cultural difference assessed? Is it the personal view of some managers or is it measured by a validated instrument? Postgraduate Course
- 64. P = back office employees, organizations with a different organizational culture I = merger, integration back office C = organizations with a similar organizational culture O = economy of scale C = healthcare organizations, unequal Answerable question: PICOC Postgraduate Course
- 65. Step 2: Finding the best available evidence Postgraduate Course
- 66. Where do we search? Postgraduate Course
- 67. Two types of search strategies Search strategie Postgraduate Course Building blocks method Snowball method
- 68. Search results
- 69. Hands on! Postgraduate Course
- 70. Making sense of evidence Step 3: Critically appraise the evidence Postgraduate Course
- 71. Critical appraisal How to read a research article? Postgraduate Course
- 74. Which design for which question? Research designs The “ best ” evidence depends on the question type !
- 76. Levels of Evidence: internal validity
- 78. Step 4: Turning evidence into practice
- 80. P = back office employees vs middle managers I = integration back office vs integration board C = O = economy of scale vs shareholder value C = healthcare organization vs financial service organization Answerable question: PICOC Postgraduate Course
- 81. CAT: Critically Appraised Topic
- 82. CAT: Critically Appraised Topic A critically appraised topic (CAT) is a structured, short (3 pages max) summary of evidence on a topic of interest, usually focused around a practical problem or question. A CAT is like a “quick and dirty” version of a systematic review, summarizing the best available research evidence on a topic.
- 84. CAT-walk
- 85. An example
- 86. Part 3 Initial Strategies and Reflections R. Blake Jelley, Ph.D. PDW, Annual AOM 2011, San Antonio
- 97. Part 4 Lessons Learned Lori Peterson, PhD Cleveland State University PDW, Annual AOM 2011, San Antonio
- 107. Experiences, Barriers & Feedback Group 1: Denise & Lori Group 2: Blake & Rob Support, Teaching Material Group 3: Roye & Eric PDW, Annual AOM 2011, San Antonio Group Discussion
Notas del editor
- PRESENTATION ONE 14/08/11 Introduction to Evidence-Based Practice
- [Be sure to acknowledge Wendy and Denise RE: the chapter upon which much of this presentation is based.]
- [Mention an adapted version of Eric Barends’ five step “pull” EBMgt approach is key to our chapter on teaching EBMgt in which different courses from different masters programs are described.]
- Burning Question: FINER PRP: “What don’t we know that matters?” Question Specification: CIMO
- The question writing process was a back and forth between the students and myself. I utilized a discussion thread on blackboard for the students to post their questions as I did not want two students working on the exact same topic. Experience in previous semesters has shown that the questions evolve as the research is conducted. I did not want to limit the students and with the blackboard discussion thread, all students have access to the topics the other students have posted. While there were some physicians in the class, some of the non-clinical students attempted the clinical topics. Clinical topics are difficult as the students would have more trouble getting access to the research, so I encouraged these students to pick a less clinical topic. One example was Migraines, I encouraged the student away from the why of migraines to the impact of work time lost due to migraines which the student was able to find information on.
- Individual student assignment, no groups All students selected a topic they were interested in and related to the course. No two students could use the same topic Scenario given: Student was newly hired into a high profile role. The executive leadership team has a problem they are trying to solve and they want you to research it and come back in three months with some background information and to help them make a decision. The deliverables are a 3-5 page written paper and a 4-6 minute presentation. As a new hire, this is a tremendous opportunity to make a good impression with the executives
- The question writing process was a back and forth between the students and myself. I utilized a discussion thread on blackboard for the students to post their questions as I did not want two students working on the exact same topic. Experience in previous semesters has shown that the questions evolve as the research is conducted. I did not want to limit the students and with the blackboard discussion thread, all students have access to the topics the other students have posted. While there were some physicians in the class, some of the non-clinical students attempted the clinical topics. Clinical topics are difficult as the students would have more trouble getting access to the research, so I encouraged these students to pick a less clinical topic. One example was Migraines, I encouraged the student away from the why of migraines to the impact of work time lost due to migraines which the student was able to find information on.
- This is a simple template I have prepared for the students to think about their research planning. Several students commented they wished they had something like this earlier in their university days, either as undergrads for research papers, or earlier in graduate school… It is a work in progress, but it does seem to help focus the students.
- Student have access to university services, PubMed, OhioLink, some had research services through their employer, etc. Many utilized Google Scholar – with more success in 2nd semester, surprisingly. There are some tips I think the students could learn about library research to improve their process. The “pay services” included Elsevier, Springer, etc and journals published by these organizations, using Interlibrary loan many of their article retrieval issues would have been solved. Assignment required 10 sources, some reviewed 30+ articles and over time, got better at reading the abstracts to see if the paper was even helpful. Evolving topics is a problem. With the passage of health care reform, many of the students wanted to research this topic, however, there are fewer academic articles that will help them. Encouraging them toward topics they would be able to find information on. Of course, they can research anything they want, but some topics are better left for other classes…
- First class received less information on the structure and struggled more with the elements. Second class received more information on what the sections mean and we spent time on what the summary research table should look like. Only one student in two semesters submitted a “research” report, the others compiled research that was more like an executive summary
- The writing was not a problem as most students had much more research than they could utilize. Assignment called for 3-5 pages, all students utilized 5 pages both semesters. I am considering adding more pages to the next assignment
- Reflection suggested perhaps the in class review be earlier, I will try to fit this into the schedule for next semester In class is not graded, but not having a draft meant no points could be awarded for the activity. I reviewed these papers, scanned and emailed comments or summarized comments to students Students had experience with peer review earlier in semester through another assignment Often students write papers and the only person who sees them is the professor, this way, others see their work and perhaps they work harder when they know their peers see their work? Note, I do not use the peer grades when developing my evaluation as there is significant grade inflation among peer grades. No one wants to mark down their classmate…
- Students delivered 2 Pecha Kucha during term, which helped with structure for the short presentation format With the 2 Pecha Kucha presentations, the 2 nd class presented much better than the first class. Pecha Kucha has gotten great reviews by both MBAs and undergrads. While a short presentation can be daunting, the preparation during the semester helped with nerves and content – first pecha kucha was much worse! These issues can be combated by more presentations, more weight on presentation, different audience (community leaders/alumni), any number of options, but none were so serious as to fail the student.
- The Reflection Memo assignment questions are included in the assignment handout. Memos are the typical way the students communicate with me. The insights the students provide help me think about how I would change the assignment for the next time, if I offer the assignment at all. This is not an evaluation of the course, simply an insight into the assignment, which is an important distinction for some students.