Evidence-Based Practice: EBP Workshops

Annual workshop sponsored by Duke University Medical Center.

Evidence-Based Medicine is a one-credit elective course offered to 3rd year Medical Students. It is designed to provide students with the opportunity to learn about the practice of evidence based medicine (EBM), including formulating focused questions, acquiring relevant studies, appraising the quality of the study and applying the results to patient care. Students will meet with faculty members during the six sessions, in which the basics of EBM will be discussed within a case-based curriculum.

This EBM course is directed by Dr. Mitch Heflin, Department of Geriatrics.

Duke University Medical Center, Durham, NC. This workshop is an intensive and interactive 4-day session designed to develop the knowledge and skills required to practice and teach evidence-based care. Sessions will feature a mix of both small and large group discussions, interactive lectures, and case-based studies. Participants will spend 36 hours in active and assigned course work. As a key workshop highlight, attendees will be assigned a dedicated small-group mentor to guide them in achieving personal goals and objectives.

McMaster University, Hamilton, Ontario, CAN. The workshop is offered as a one-week intensive course. Participants will be learning in small groups led by clinical epidemiologists and practitioners from McMaster and other institutions. The workshop will consist of small and large group sessions, individual study time and opportunities for workshop participants to lead teaching sessions using their own ideas, materials, and reflecting their own experiences.

St.Hugh's College, Oxford, UK. This workshop is aimed at clinicians and other health care professionals, including those involved in mental health, who already have some knowledge of critical appraisal and experience in the practice of evidence-based health care and who want to explore issues around teaching evidence-based medicine. The workshop is NOT intended to serve as an introduction to evidence-based medicine itself.

The TEACH program is for physicians, nurses, pharmacists, administrators, librarians and other health
care professionals. It utilizes small group learning supplemented by plenary sessions. Attendees may
enroll in one of three levels. One group within Level #2 will focus exclusively on the GRADE system.

University of Colorado. This is an intensive, introductory, 3 day course. Through discussion and hands-on learning, you'll acquire skills needed to support evidence-based practice. We use an active, case-based approach in a comfortable, small-group environment. A hallmark of this Institute is the low student-faculty ratio and the individual attention each participant receives. (Formerly known as the Dartmouth Institute)

Distance education and MLA CE course. This online course is designed to be an introduction to the process of evidence-based practice (EBP) and to the supporting roles and opportunities for medical librarians. A prerequisite for this course is a basic understanding of search techniques for bibliographic databases such as MEDLINE. .

This online institute intends to develop librarians critical appraisal skills, including enhanced understanding of clinical research study design, biomedical statistics, and clinical reasoning to apply knowledge in teaching target populations in the health professions.

The Learning EBM section of the NCAHEC EBM Education Center of Excellence provides a description of classes and online tutorials that teach you the process of EBM. Classes in North Carolina are listed first, followed by those in the US and abroad.

The EBM Toolkit training provides educators all the resources necessary for teaching a comprehensive EBM program. It consists of 19 didactic modules with illustrative examples, outcomes testing for determining learning, and an appendix of calculators of and tools. It demonstrates completion of ACGME core competencies, and EBM Toolkit can be used by educators as the primary tool for teaching others how to increase the quality of neurological care.