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