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Evidence-based practice (EBP) is an interdisciplinary approach to clinical practice that has been gaining ground following its formal introduction in 1992. It started in medicine as evidence-based medicine (EBM) and spread to other fields such as audiology, speech-language pathology, dentistry, nursing, psychology, social work, education, library and information science. EBP is traditionally defined in terms of a "three legged stool" integrating three basic principles: (1) the best available research evidence bearing on whether and why a treatment works, (2) clinical expertise (clinical judgment and experience) to rapidly identify each patient's unique health state and diagnosis, their individual risks and benefits of potential interventions, and (3) client preferences and values Evidence-based behavioral practice (EBBP) "entails making decisions about how to promote health or provide care by integrating the best available evidence with practitioner expertise and other resources, and with the characteristics, state, needs, values and preferences of those who will be affected. This is done in a manner that is compatible with the environmental and organizational context. Evidence is research findings derived from the systematic collection of data through observation and experiment and the formulation of questions and testing of hypotheses".〔http://www.ebbp.org〕 Empirically supported treatments (ESTs) in some clinical settings are defined as "clearly specified psychological treatments shown to be efficacious in controlled research with a delineated population" ==EBP and the history of medicine and education== In recent years, EBP has been stressed by professional organizations such as the American Psychological Association, the American Occupational Therapy Association, the American Nurses Association, and the American Physical Therapy Association, which have also strongly recommended their members to carry out investigations to provide evidence supporting or rejecting the use of specific interventions. Equivalent recommendations apply to the Canadian equivalent of these associations. Pressure toward EBP has also come from public and private health insurance providers, which have sometimes refused coverage of practices lacking in systematic evidence of usefulness. Areas of professional practice, such as medicine, psychology, psychiatry, rehabilitation and so forth, have had periods in their pasts where practice was based on loose bodies of knowledge. Some of the knowledge was lore that drew upon the experiences of generations of practitioners, and much of it had no valid scientific evidence on which to justify various practices. In the past, this has often left the door open to quackery perpetrated by individuals who had no training at all in the domain, but who wished to convey the impression that they did, for profit or other motives. As the scientific method became increasingly recognized as the means to provide sound validation for such methods, the need for a way to exclude quack practitioners became clear, not only as a way of preserving the integrity of the field (particularly medicine), but also of protecting the public from the dangers of their "cures." Furthermore, even where overt quackery was not present, it was recognized that there was a value in identifying what actually does work so it could be improved and promoted. The notion of evidence based practice has also had an influence in the field of education. Here, some commentators have suggested that the putative lack of any conspicuous progress is attributable to practice resting in the unconnected and noncumulative experience of thousands of individual teachers, each re-inventing the wheel and failing to learn from hard scientific evidence about 'what works'. Opponents of this view argue that hard scientific evidence is a misnomer in education; knowing that a drug works (in medicine) is entirely different from knowing that a teaching method works, for the latter will depend on a host of factors, not least those to do with the style, personality and beliefs of the teacher and the needs of the particular children. Thus, opponents of EBP in education suggest that all teachers do indeed need to develop their own personal practice, dependent on personal knowledge garnered through their own experience.〔Thomas, G. and Pring, R. (Eds.) (2004). ''Evidence-based Practice in Education''. Open University Press.〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Evidence-based practice」の詳細全文を読む スポンサード リンク
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