3 modes for teaching evidence-based practice on foot
| 1. ROLE MODELLING evidence-based practice | 2. WEAVING evidence in with other clinical teaching | 3. TARGETING specific skills of evidence-based practice | |
|---|---|---|---|
| What: | Show the use of evidence in real clinical decisions | Integrate evidence with other knowledge when teaching clinical care | Identify specific skills for evidence-based practice to teach |
| Why: | Learners see the use of evidence as part of good clinical practice Teach by example “Actions speak louder than words” | Learners see the use of evidence as part of good clinical learning Teach by explicit guiding on what to know | Learners develop their abilities to access, understand, and use evidence Teach by explicit coaching on skills for practice |
| How: | “Think aloud” tactic Show use of evidence resources Debrief later to reflect on lessons | Select one or few strongest or most relevant bits of evidence Show how evidence fits with other knowledge for action | Select 1 skill area, and 1 task within that area Coach learners on pragmatic specifics of that skill in use |
| Where: | Practice settings | Practice settings Can be done in classroom, too | Practice settings Can be done in classroom, too |
| When: | Little or no extra time is needed Can be done almost anytime | May add only 1–3 minutes to teaching Can be done almost anytime | May add 2–5 minutes to teaching Can be done almost anytime |
| Who: | Any teacher, any learner | Any teacher, any learner | Teachers who can coach these skills |