Introduction
The five steps of evidence-based practice (EBP) provide a structured and systematic approach to clinical decision-making. These steps include asking a well-built clinical question, searching and appraising the best available evidence, applying the evidence to clinical practice, evaluating the effectiveness of the intervention, and incorporating the evidence into the routine (Larsen et al., 2019).
Discussion
Making decisions based on the best available data, rather than merely personal experience or opinion, is ensured by using this organized approach. This case study will examine how the case study of Zeke, a 19-year-old road cyclist, addresses or fails to address each of the five steps of EBP.
In the case of Zeke, the five steps of evidence-based practice can be evaluated as follows:
- Ask a clinical question: Zeke’s question is what training intervention can help him achieve his goal of obtaining a professional contract in cycling.
- Acquire the best evidence: Zeke visited a personal trainer with expertise in strength and conditioning for athletes and asked for advice. The personal trainer suggested replacing a portion of Zeke’s endurance training with strength training.
- Critically appraise the evidence: The evidence, in this case, is a suggestion from a personal trainer, which is not a rigorous scientific study. It is important to note that personal experience and anecdotes do not provide strong evidence for the efficacy of a particular intervention.
- Apply the evidence to practice: Based on the available evidence, Zeke could consider incorporating strength training into his training regimen. However, he must be aware that the proof of the efficacy of this intervention is limited and be cautious about making any significant changes to his training program.
- Evaluate the outcome: It is not specified in the case study how Zeke implemented the suggestion from the personal trainer. However, if he does incorporate strength training, he should regularly evaluate the impact of this change on his performance to determine whether it was beneficial.
Conclusion
The recommendation made by the personal trainer to replace a portion of endurance training with strength training is not supported by solid evidence and is not individualized to Zeke’s specific needs and goals. The case study also fails to consider the potential consequences of adding strength training to Zeke’s already demanding training schedule, such as increased body mass. To make the best training decisions, Zeke should seek more information and consult with experts who can provide evidence-based recommendations tailored to his needs and goals.
Reference
Larsen, C. M., Terkelsen, A. S., Carlsen, A. M. F., & Kristensen, H. K. (2019). Methods for teaching evidence-based practice: A scoping review. BMC Medical Education, 19(259). Web.