ABSTRACT
INTRODUCTION Th e previous chapters have discussed thoroughly the need for evidence-based education within healthcare profession programmes of study. Th rough this text, educators in pre-professional and professional programmes have brought together a substantial body of evidence of standards of eff ective teaching across several disciplines and have affi rmed our common goal of achieving competency in evidence-based practice. In addition, both students and professional programmes are accountable to external regulatory bodies, accreditation agencies and patients or clients deserving of the best possible outcomes.1
