the researcher clinician dichotomy l.
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The Researcher/Clinician Dichotomy Fall 2003 Nearly every scientist has experienced, in a moment of discovery… something akin to reverence and awe. Carl Sagan Research Goals at an M.S. Level (Bain, 1991) Help students to become competent consumers of literature

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Nearly every scientist has experienced, in a moment of discovery… something akin to reverence and awe. Carl Sagan
research goals at an m s level bain 1991
Research Goals at an M.S. Level (Bain, 1991)
  • Help students to become competent consumers of literature
  • Help students become competent users of research technology for clinical decisions
competent consumers
Competent Consumers
  • Critically evaluate the literature
  • Determine cautions in interpreting the literature
  • Determine applications to clients served
  • Determine how procedures might be modified to better serve clients
research technology for informed clinical decisions
Research Technology for Informed Clinical Decisions
  • Scientific Method
  • Single-subject designs
scientific method
Scientific Method
  • Recognition of a problem that can be studied objectively
  • Collection of data through observation or experiment
  • Drawing of conclusions based on analysis of the data that have been collected.
clinical decisions assessment
Clinical Decisions: Assessment
  • Who is disordered (is there a problem? If so, what is it?)
  • What is the etiology?
  • What is the prognosis?
clinical decisions treatment
Clinical Decisions: Treatment
  • Who should receive what kind of intervention?
  • What should be treated?
  • How should we provide intervention?
    • Alternating treatments design (ATD)
  • Is intervention effective?
    • Single-subject designs
  • When should intervention be terminated?
    • ABA design
benefits of a clinician investigator silverman 1977
Benefits of a Clinician-Investigator (Silverman, 1977)
  • The job is “more stimulating, less routine”
  • Clinicians are probably more effective when they determine the answers to questions about their intervention or assessment when they “ask answerable questions” and state “testable” hypotheses
  • More aware of the “tentative nature of answers and hypotheses” which is one of the most important aspects because there is “no answer to a question or test of hypothesis” that is final
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“We see the practitioner as an applied scientist or a clinical scientist who uses the clinic or school as a laboratory for the application of the scientific method toward the end of providing the best clinical services possible.” (Ventry & Schiavetti, 1980)

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“When scientific clinicians approach clinical problems in a scientific manner, they are conducting research of the most important type, with the result being the intent of delivering the best clinical management possible.” (Ringel, 1972)