Reflections of Teaching Evidence-Based Management - Center for ...

of our EMBA program. Our undergraduate programs represent furtheropportunities for the future of EBMgt. We will continue to reflect upon, adapt,and share our efforts to teach EBMgt within and beyond our respectiveinstitutions.What and How We Teach (So Far)Now let us turn to more specific descriptions of teaching strategies we have tried.Goodman and O’Brien (this volume) review distinct research streams fromcognitive psychology, instructional psychology, and education. They note thatdespite diversity in focus and assumptions “all streams agree that learners mustdeploy active cognitive processes, much as meta-cognition, critical reasoning, andhypothesis generation and testing to truly learn, and that instructional conditionsmust be structured to support these cognitive activities” (p. X). We now describeour efforts to engage students with EBMgt and promote their active learning inthe fashion Goodman and O’Brien describe. Although we deal both with the“what” and “how” aspects of our EBMgt teaching, our emphasis here is on theexercises and assignments used (“how”) in our different courses.This section follows a structure developed for EBMgt by Barends (2010),based on EB steps outlined in health domains (e.g., Hadley, Davis, & Khan, 2007;Thomas, Saroyan, & Dauphinee, 2011). The educational elements our coursesuse to support EBMgt target (a) developing basic awareness of evidence andevidence-based practice, (b) learning to ask the right questions, (c) obtaining thebest available evidence, (d) critically appraising the evidence, (e) integratingEBMgt elements in support of organizational decisions and actions, and (f)1006