How to teach evidence-based clinical practice to clinicians.
Murad MH, Montori VM, Kunz R, Letelier LM, Keitz SA, Dans AL, Silva SA, Guyatt GH. 2009 Dec;15(6):1205-7
This paper summarizes 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.
The SIMPLE model
The Roadmap: a blueprint for evidence literacy within a Scientifically Informed Medical Practice and Learning Model
Suzana Alves Silva and Peter C Wyer. 2013; 1(1):53-68
This paper addresses the SIMPLE model, a model that integrates concepts borrowed from narrative medicine with the results of a competency-based assessment project. The SIMPLE model defines 3 sub-categories of Problem (utility, performance and likelihood) leading to shared Actions, Choices and Targets (PACT) as a bridge between relational and information literacy fields. The enabling skill ‘ask’ and the “Patients, Interventions, Comparisons, Outcomes” (PICO) format, are applied uniformly across these categories.
The marriage of evidence and narrative: scientific nurturance within clinical practice.
Silva SA, Charon R, Wyer P. Journal of Evaluation in Clinical Practice. 2011;17(4):585-93
This paper describes a tool of representation, whose components are Problem delineation, Actions, Choices and Targets that enables the clinical problem to be delineated with reference to utility, performance and frequency under the four domains of clinical action: 'therapy', 'diagnosis', 'prognosis' and 'harm'.