Promoting evidence-based practice through peer teaching: Practical tips to run a departmental teaching program in a...

This article was migrated. The article was marked as recommended. In the face of knowledge explosion with new scientific evidence being published at an accelerated pace, doctors are faced with the challenge of keeping abreast with the relevant evidence to bring it to their patient. Evidence-based practice is core to providing the best care for patients and unawareness of new evidence against a certain practice in medicine can see the perpetuation of practices that are not evidence-based. Peer teaching through departmental teaching programs is a useful tool to conceptualise evidence by bringing the patient into the classroom to consider the relevant evidence surrounding their care. Running a successful departmental teaching program which matches the intrinsic self-concept of clinicians who have multiple demands on their time is faced with multiple barriers. This article provides tips drawn from experience and supported by evidence from the literature that can be used in various healthcare settings to coordinate a departmental teaching program.