How to teach evidence-based medicine to teachers: Reflections from a workshop experience

McHammad Hassan Murad, Victor M. Montori, Regina Kunz, Luz M. Letelier, Sheri A. Keitz, Antonio L. Dans, Suzana A. Silva, Gordon H. Guyatt

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


Rationale, aims and objectives To summarize 20-year experience of conducting a workshop designed for educators who wish to improve their teaching skills of evidence based medicine (EBM). The goal is to provide tips for educators interested in replicating this educational model. Methods Qualitative description of factors associated with the success of the workshop. Results The factors considered by instructors to be most helpful are: the small group interactive design, role-play and simulation of real world learning environments, a mentorship model and high educator to learner ratio. Conclusions Although this experience is observational and does not represent high quality evidence, certain attributes in the design of EBM workshops may lead to better dissemination of EBM concepts. Educators may consider empirically applying some of these attributes and testing their efficacy in comparative studies.

Original languageEnglish (US)
Pages (from-to)1205-1207
Number of pages3
JournalJournal of Evaluation in Clinical Practice
Issue number6
StatePublished - Dec 2009


  • Evidence based medicine
  • Medical education
  • Teaching
  • Workshop

ASJC Scopus subject areas

  • Health Policy
  • Public Health, Environmental and Occupational Health


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