This article builds on the articles of Proctor (2007 [this issue]) and Mullen, Bellamy, Bledsoe, and Francois (2007 [this issue]) suggesting practical principles on how to implement evidence-based practices in teaching and training. The first part of the article encompasses a discussion about knowledge-building strategies and teaching tools that are most needed to teach evidence-based practices to students and presents a case in favor of focusing on process learning tools for knowledge retrieval and principles for learning instead of for content alone. Clinical decision support tools are also illustrated as being the most relevant process learning tools to add to the curriculum. The second part of the article speaks more specifically of building agency partnerships and relationships for effective, evidence-based teaching. Finally, the article addresses how to provide faculty the professional development necessary to carry out the implementation of evidence-based practices in teaching and professional development.
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