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Evidence-Based Clinical Practice
 
Students will be assigned a therapeutic procedure discussed in this course. Each student will create a power point presentation with required information listed below.
Each student will have 10 min to present their findings.
Each student will choose an article that supports the application of the assigned therapeutic procedure. Article MUST be a research article from a peer-reviewed journal.
Each student MUST turn in a copy by email of the full article and a copy of the power point presentation also by email.
The power point presentation must include:

  • Brief description of the therapeutic procedure including effects and indications (1-2 slides)
  • Summary of research article including: background/introduction, description of subjects (age, sex, demographics, diagnosis), method, results, and conclusion
  • Medical justification or clinical rationale for applying the therapeutic procedure as indicated in the study.
  • When is this therapeutic procedure indicated in clinical practice? (Other common conditions, patient clinical manifestations that would indicate the use, type of settings, etc)

 
Student Name: __________________________________________________
Date: __________________________________________________________

CATEGORY 4 3 2 1
Content – Accuracy All content throughout the presentation is accurate. There are no factual errors. Most of the content is accurate but there is one piece of information that is inaccurate. The content is generally accurate, but there are 2 pieces of information that are clearly flawed. Content is typically confusing or contains more than two factual errors.
Sequencing of Information Information is organized in a clear, logical way. It is easy to follow the presentation and anticipate what may be on the next slide. Most information is organized in a clear, logical way. One slide or item of information seems out of place. Some information is logically sequenced. Two slides of information seem out of place. There is no clear plan for the organization of information. Presentation is confusing and difficult to follow.
CATEGORY 4 3 2 1
Effectiveness Project includes all information needed to gain a comfortable understanding of the topic. Met all project objectives. Project includes most material needed to gain a comfortable understanding of the material but is lacking one key element. Project is missing two key elements of the project objectives Project is lacking more than 2 key elements and did not meet project objectives
Preparedness Student is completely prepared and has obviously rehearsed. Presentation was 5 minutes. Student seems pretty prepared but might have needed a couple more rehearsals. Presentation was 4 minutes. The student is somewhat prepared, but it is clear that rehearsal was lacking. Presentation was 3 minutes. Student does not seem at all prepared to present. Presentation was less than 3 minutes
Speaks Clearly Speaks clearly and distinctly most of the time (100%-76% of the time. Speaks clearly and distinctly 75-51% of the time. Speaks clearly and distinctly 50-25% of the time. Speaks clearly and distinctly less than 25% of the time.
Posture and Eye Contact
 
 
 
 
Stands up straight, looks relaxed and confident. Establishes eye contact with most everyone in the room during the presentation. Stands up straight and/or establishes eye contact with 75-51% of people in the room during the presentation. Sometimes stands up straight and/or establishes eye contact with 50-25% of the people in the room. Slouches and/or makes eye contact with less than 25% of the people in the room.
Volume Volume is loud enough to be heard by all audience members throughout most of the presentation (100-91% of the time). Volume is loud enough to be heard by all audience members at least 90-76% of the time Volume is loud enough to be heard by all audience members at least 75-50% of the time. Volume is loud enough to be heard by all audience members less than 50% of the time.

 
Total Points: __/28