A recurrent theme at the workshop is how to energize your audience when teaching EBHC. Today we had a few excellent examples. One option is to use humour in your presentation – this will definitly keep your audience awake. There are published papers on mud-wrestling, headbanging and parashooting – why not use these to teach critical appraisal or measures of effect? In addition, there are cartoons, real life stories that are funny etc. Although I think if this does not come naturally (as in my case), there are always alternatives. Using examples of studies currently in the news – dark chocolate for lowering blood pressure, for example – is an excellent way to get your audience to participate in discussions. This also makes EBHC more relevant in the eyes of the learners. Lastly, telling the audience a story about yourself – how you became interested in EBHC, what you have experienced in your own practice, or while you were teaching – these personal stories make you more human in the eyes of the learners and they automatically feel more connected to you.
Another question frequently popping up, is how to emphasise the importance of EBHC. Dr Carl Henegan presented one of his ideas today – using examples where people disregarded the evidence which led to disability or even death. Stories like the ones on Thalidomide and Vioxx will grab the learners’ attention, even shock them and hopefully make them realise how crucial it is to use evidence when making decisions about health care.
In our small group session, we were asked by one of the participants, to role model freshly qualified paramedics receiving a lecture on EBHC. She asked us why we think EBHC is important in our practice. These were the group’s answers:
- That I stay out of trouble
- Because I lack experience, I need the evidence to inform my practice
- To structure my problem-solving process
- So that others can see you know what you are doing
- So that we can better communicate what we do to our patients
- To challenge misconceptions
- To keep up to date with the literature
- To know what works and what doesn’t work
- To simplify the day-to-day life as a clinician
Why do you think EBHC is important, and how did you get interested in EBHC? The answers to these questions are all you need to engage with your learners and make EBHC more relevant, personal and interesting.
Having a free afternoon, I decided to explore Oxford a little – what an experience! I love the beautiful, old colleges!