Hurdling Obstacles to Teaching Evidence-Based Clinical Practice in Clinical Settings

Great strides have occurred within residency programs to address features of evidence-based clinical practice (EBCP); however, preparing resident physicians to integrate this philosophy of patient care into authentic clinical care arenas remains a continuous challenge. Chief residents have consistently played a crucial role in clinical education, serving as attending physicians on teaching services and role models for residents across the institution. They remain critical colleagues to help push beyond status quo practices. This case-based and interactive workshop will identify frequently encountered obstacles to integrate EBCP into everyday clinical practice and showcase specific teaching strategies to weave EBCP into patient-based clinical teaching opportunities. Key areas addressed include addressing irrational quest for certainty; inefficient and muddled clinical reasoning rescued by use of a threshold model; fear of forest plots; and turning numbers into meaning for customized patient care. Presenters will also acknowledge and explore how imposter syndrome and an individual's risk-taking threshold can prevent otherwise well-prepared educational enthusiasts from taking steps into the regular integration of using best available clinical research evidence to inform real patient care decision-making. Presenters will close with a quick reflective exercise during which each participant will commit to their next practical steps for continued growth throughout their chief year.