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EBP Workshops & Seminars


Index of EBP Workshops & Seminars

1. Evidence-Based Nutrition Practice (EBNP) online workshop

2. Duke Teaching and Leading EBP workshop (Click here)


Evidence-Based Nutrition Practice (EBNP) online workshop

February-March 2025

Why should you attend this workshop?

What to expect at this workshop?

Led by renowned educators and experts in evidence-based practice from Texas A&M, McMaster, Duke and Oxford University, as well as the Academy of Nutrition and Dietetics, this online workshop will prioritize didactic lectures for foundational content followed by self-directed, interactive teaching designed to deepen trainees' comprehension of fundamental concepts in epidemiology, biostatistics and decision-making sensitive to patient/client or societal values and preferences, particularly in the context of clinical nutrition practice or policy.

While applicable to healthcare professionals across diverse disciplines, it's important to note that the examples and activities will predominantly focus on nutrition, lifestyle and health behavior literature.

General learning objectives

The overarching objective of the workshop is to renew and enhance participants’ enthusiasm about learning and applying EBP knowledge, skills and attitudes and to kindle their imagination about ways to improve their learning and incorporation of the concepts into clinical or public health practice. After participation in the EBNP workshop, the learner will:


  • Advance their evidence-based practice skills

  • Understand and describe the process of incorporating evidence-based practice into clinical, health service and/or public health practice

  • Apply evidence-based practice skills to real-world problems

  • Identify high quality evidence-based resources for the purpose of patient care and continuing education through independent learning

Example content/EBP concepts that may be covered in workshops:


1. Systematic error vs random error

2. Study designs (experimental versus observational)


Therapy or prevention 

1. Evaluating risk of bias 

a. Sampling and selection bias

b. Randomization 

c. Allocation concealment 

d. Prognostic balance 

e. Blinding 

f. Completeness of follow-up and missing outcome data

g. Intention-to-treat analysis 

h. Per-protocol analysis

i. Complete case analysis

j. As treated analysis

k. Stopping trials early 


2. Interpreting study results

i. Measures of effect 

a. 2x2 tables 

b. Relative Risk 

c. Relative Risk Reduction 

d. Absolute Risk Reduction 

e. Number Needed to Treat (benefit and harm)

f. Odds Ratios

g. Mean Difference

ii. Statistical significance

iii. Precision of estimate of treatment effect 

a. Confidence intervals

b. Number of events or observations

iii. Magnitude of treatment effect

a. Minimal Important Difference (MID)

b. Decision thresholds


3. Applying the results to patient care or policy

a. Study patients’/environment vs. clinical patient/environment 

b. Balance of all important outcomes addressed (e.g., patient-reported outcomes) 

c. Trading off desirable vs. undesirable health outcomes 

d. Sufficient duration of follow-up 

e. Interventional harms and costs 

f. Values, preferences, beliefs and attitudes in decision-making


Summarizing the evidence 

a. Review types

i. Narrative review 

ii. Systematic review 

iii. Systematic review and meta-analysis 

iv. Systematic review and network meta-analysis

v. Systematic review and individual patient data meta-analysis


b. Summary estimate or pooled estimate of effect 

i. Relative Risk 

ii. Odds Ratios

iii. Hazard Ratios

iv. Absolute Difference

v. Mean Difference

vi. Standardized Mean Difference units

vii. Ratio of Means

viii. Minimal Important Difference (MID) units


c. Forest Plots 

i. weighting 

ii. fixed and random effect models including DerSimonian-Laird, Peto, Hartung-Knapp models; frequentist vs Bayesian


d. Heterogeneity (visual inspection, statistical inspection including I2 and p-value and determining credibility of observed subgroup effects)


e. Reporting bias (e.g., outcome reporting and publication bias, funnel plots) 


f. Moving from evidence to recommendations

i. Certainty of evidence (e.g., Grading of Recommendations, Assessment, Development and Evaluation (GRADE) 

ii. Evidence to decision frameworks (e.g., magnitude of effect, certainty of evidence and values and preferences, as well as cost considerations, equity, acceptability, and feasibility)

Schedule of the workshop

Schedule of EBNP online workshop 2024, please click the PDF link.

Registered Dietitians who have attended the online EBNP workshop have said the following:

Speaker was very good in using cases to explain what could have been a very complicated topic

Very helpful - fast but jammed pack with clear explanations and explanations...thank you!

The speaker was excellent and showed an organized process

Dr. McCoy was engaging, energetic and did a great job of explaining a difficult/dry subject



To be determined


Live, online-based


February-March 2025

Why should you attend this workshop?
What to expect at this workshop?
General Learning Objectives
Schedule of the workshop


Please click this link or scan the QR code below from your phone to register.

Registration details:

  • You may register yourself and/or other participants

  • The enrollment period is currently closed. Please check back soon.


Scan to register


Duke Teaching and Leading EBP Workshop 


For those inspired and interested in more, we’d highly recommend the 4-day (in person) Duke Teaching and Leading EBP workshop in April of each year.

Please visit this site for details.

Texas A&M faculty who have attended The Duke Workshop have said
the following:

Other offerings: For clinicians, influencers or faculty in nutrition, we are happy to consider offering a seminar or workshop online, or at your organization, on EBP relevant to teaching, clinical practice or policy-making.

Questions or problems? Please contact Bradley Johnston (Texas A&M University) is a member of

Global Commission on Evidence to Address Societal Challenges


It was an EBP Disneyland...challenged my old ideas about EBP and took me to new depths that will benefit my patients greatly...

I saw the history of where ebp started and was delighted to see the effect this workshop has had on the next generation of ebp tutors and clinicians who readily embrace and understand the many concepts that are important for patients wanting to make fully informed clinical decisions

I met the best EBP teachers who inspired me with their humility, humor and wisdom. The workshop really reinforced the love of learning, teaching, and connection with colleagues...

It was a teaching laboratory with great feedback on teaching techniques from dedicated tutors and truly world-class EBP teachers...

Duke Teaching and Leading EBP Workshop
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