Am I using a "map" to locate my knowledge gaps and articulate questions?
Can I get myself unstuck when asking questions?
Do I have a working method to save my questions for later answering?
Is my success rate of asking answerable questions rising?
Am I modeling the asking of answerable questions for my learners?
Am I writing any educational prescriptions in my teaching? Are they being filled?
Are we incorporating question asking and answering into everyday activities?
How well am I guiding my learners in their question asking?
Are my learners writing educational prescriptions for me?
Self-evaluation in finding the best external evidence
Am I searching at all?
Do I know the best sources of current evidence for my clinical discipline?
Have I achieved immediate access to searching hardware, software and the best evidence for my clinical discipline?
Am I finding useful external evidence from a widening array of sources?
Am I becoming more efficient in my searching?
Am I using MeSH headings, thesaurus, limiters, and intelligent, free text when searching MEDLINE?
How do my searches compare with those of research librarians or other respected colleagues who have a passion for providing best current patient care?
Self-evaluation in critically appraising the evidence for its validity and potential usefulness
Am I critically appraising external evidence at all?
Are the critical appraisal guides becoming easier for me to apply?
Am I becoming more accurate and efficient in applying some of the critical appraisal measures? (such as likelihood ratios, and NNTs)
Am I creating any CATs?
Self-evaluation in integrating the critical appraisal with clinical expertise and applying the result in clinical practice
Am I integrating my critical appraisals into my practice at all?
Am I becoming more accurate and efficient in adjusting some of the critical appraisal measures to fit my individual patients? (such as pretest probabilities, NNTs etc)
Can I explain (and resolve) disagreements about management decisions in terms of this integration?
Have I conducted any clinical decision analyses?
Have I carried out any audits of my diagnostic, therapeutic or other EBM performance?
Self-evaluation in teaching EBM
When did I last issue an educational prescription?
Am I helping my trainees learn how to ask answerable questions?
Am I teaching and modeling searching skills?
Am I teaching and modeling critical appraisal skills?
Am I teaching and modeling the generation of CATs?
Am I teaching and modeling the integration of best evidence with my clinical expertise and my patients' preferences?
Am I developing new ways of evaluating the effectiveness of my teaching?
Am I developing new EBM educational material? **if so, please share them with others and
add them to the bank of resources available on this site**
Self-evaluation of continuing professional development
Am I a member of an EBM-style journal club?
Have I participated in or tutored at one of the workshops on how to practice or teach EBM?
Have I joined the evidence-based health e-mail discussion group?
Have I established links with other practitioners or teachers of EBM?
