Question 3. Does your discipline seem to have a grading taxonomy that they have adopted, either as an organization or in a professional journal? If so, what is it? If not, which taxonomy discussed this week do you think would be a best fit for your discipline and why? It is a matter of fact that evidence-based medicine is gaining more and more attention, and the number of clinicians that chose evidence-based medicine as the core of their practice has significantly increased. Therefore, grading taxonomy is important for every clinician as it sets the frame of professionalism in medical care.
I think that evidence-based medicine has a grading taxonomy that it has adopted. We know that evidence-based medicine is patient-oriented and it underlines the importance of symptom improvement, cost reduction and quality of life improvement. (Davis, 1995) In particular, grading taxonomy of evidence-based medicine is characterized as the following: high, moderate, low and very low. (Levels of Evidence) Firstly, high quality of evidence suggests that further research won’t change clinicians’ confidence in the evaluation of the effect.
Secondly, moderate quality of evidence suggests that further research may have certain impact on clinicians’ confidence in the estimation of the effect. Thirdly, low quality of evidence means that further research will definitely change the estimation of the effect and clinicians are not confidence in validity of their evidence. Finally, very low quality of evidence means that the effect and applicability of the evidence to be applied is uncertain. In such a case, clinicians may even worsen the situation.
(Levels of Evidence) I think that grading taxonomy in evidence-based medicine is well-organized and thoroughly planned. Of course, each clinician is expected to display high or moderate quality of evidence to ensure the best outcomes. Official reports show that evidence-based medicine promotes innovations to improve overall quality of performance. (Randal, 2004)
References
Davis, D A, et al. (1995). Changing Physician Performance. A Systematic Review of the Effect of Continuing Medical Education Strategies. JAMA, 274, pp.700-701. Ferlie, E. , Wood, M. , & Fitzgerald, L. (1999). Some Limits to Evidence-Based Medicine. Quality in Health Care, 8, p. 99-107. Welcome to Evidence-Based On-Call Database. Retrieved April 16, 2009, from http://www. eboncall. org/ Levels of Evidence. Retrieved April 16, 2009, from http://www. essentialevidenceplus. com/concept/ebm_loe. cfm Robey, Randal. (2004). Levels of Evidence. Retrieved April 16, 2009, from http://www. asha. org/about/publications/leader-online/archives/2004/040413/f040413a2. htm