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 |