by Erin Saner, M.D. | May 6, 2022 Article Citation: Welink LS, de Groot E, Bartelink MLE, Van Roy K, Damoiseaux RAMJ, Pype P. Learning Conversations with Trainees: An Undervalued but Useful EBM Learning Opportunity for Clinical Supervisors, Teach Learn Med 2021; 33(4):382-389. DOI: 10.1080/10401334.2020.1854766 What is this article about? This article addresses the heart of evidence-based learning in the context of clinical practice. By exploring the unique relationship between clinician supervisors and trainees, this study defines the current goals and benefits of these learning conversations. Evidence-based practice encompasses three main components: incorporation of “best evidence,” patient wishes, and clinician experience. This framework was examined in the context of videotaped learning conversations between experienced clinician supervisors and their trainees. Predominant clinician supervisor perspectives on evidence-based learning in the workplace revealed a primary intent for unidirectional teaching to trainees with supervisor learning being a by-product rather than a primary goal. Future directions call for a more purposeful bidirectional model for evidence-based learning within the supervisor-trainee relationship. Why should you read the article? Evidence-based practice is the cornerstone of academic medicine and is constantly changing with new available evidence. Supervisors and trainees have unique skill sets that can amplify point-of-care learning and application to ongoing clinical practice. Intentional utilization of critically appraised evidence and clinical experience can guide more meaningful learning conversations in everyday clinical practice. As medicine continues to rapidly evolve, collaborative approaches to learning, teaching and application of evidence-based care are required. Transitioning the typical unidirectional teaching and self-directed learning model to a more inclusive bidirectional model between supervisors and trainees may serve to validate trainees as evidence-based teachers capable of shaping clinical practice. How can you use this article? This article may be a useful tool for prompting conversations on how to best incorporate well-structured evidence-based medicine curricula in the clinical settings. The enhancement of learning conversations through a bidirectional model may better inform evidence-based patient care by clinician supervisors and trainees alike in a fast-paced and ever-changing clinical practice. Review Author: Erin Saner, MD; Assistant Instructor, Department of Family & Community Medicine, Wake Forest School of Medicine, Winston-Salem, NC. Member organization: Society of Teachers of Family MedicineLearning Conversations with Trainees