PLENARY SESSION

EBHC Teaching in Europe: experiences in 4 countries

• Denmark. Peter Matzen

• Italy. Nino Cartabellotta

• Spain. Gomez De La Camara Augustin

• United Kingdom. Khalid Khan, Julia Hadley

EBHC Teaching in Asia: experiences in 2 countries

• Iran. Sakineh Hajebrahimi

• Saudi Arabia. Kurashi Nabil

PARALLEL SESSIONS
Section I. EBHC Teaching 1

Long presentations

• Elbarbary M. A humourous play for introduction of concepts and modify attitude of residents towards EBHC

• Sestini Piersante. Designing problem based-learning to promote and evaluate the assessment and integration of patients preferences and values in clinical scenarios by medical students.

• Storey Mark, Irina Ibraghimova. Practice standard review as a teaching method to introduce prinicples of EBP to health care professionals in CEE/NIS countries.

Short Presentations

• Aasheim Vidgis. How to provide evidence-based midwifery education.

• AlFozan H. Foundation course, a mandatory nationwide EBM workshop for residents based on Sicily statement.

• Elbarbary M. Microteaching an important skill in “Teaching the teachers courses” for EBHC.

• Mothabeng Joyce. Pedagogic research for EBHC education.

• Ringrose Tim. Mobile access: the smart way to engage learners with EBM.

• Shekarabi Robabeh. Critical thinking ability in nursing students and clinical nurses.

• Stern Perry. A student centered journal club enhances skill and behaviors for EBP.

Section II. EBHC Methodology

Long presentations

• Andrews Jeff. Evidence cube matrix: advancing the understanding and implementation of EBHC.

• Crisp Jackie. A framework for organising the major research concepts clinicians need for understanding research evidence.

• Glasziou Paul. Do we need to find a meta-analysis?

Short presentations

• Andrews Jeff. Operational guide to evidence based journal club.

• Hopayian Kev. Do the EBP skills we teach to primary care staff match the expectations of the employing organisations? A Delphi exercise in Suffolk, England.

• Johnston Linda. The “reflective round”: a clinical case-based journal club.

• Stobart Kent. Can an EBM intervention be used to teach the rare clinical encounter?

• Tuntland Hanne. Evidence based teaching about reminiscence.

PLENARY SESSION

• Can we make appraisal simpler? The GATE tool. Rod Jackson