TED BROWN PhD, OT(C), OTR Associate Professor, Postgraduate Coordinator and Undergraduate Course Convener Department of Occupational Therapy School of Primary Health Care, Faculty of Medicine, Nursing and Health Sciences Monash University - Peninsula Campus, Frankston, Victoria, Australia BRETT WILLIAMS PhD, FPA Associate Professor and Head of Department Department of Community Emergency Health and Paramedic Practice School of Primary Health Care, Faculty of Medicine, Nursing and Health Sciences

• Part I: Evidence-based education in a health professional education context 1. Introduction 2. Evidence-based practice in the context of health professional education 3. Factors affecting health professional education 4. Evidence-based education and health professional education 5. Finding the evidence for health professional evidence-based education 6. Generating the evidence for health professional education: the five as of the scholarship of learning and teaching – ask, answer, access, appraise and apply Part II: Concepts that underpin health professional evidencebased education 7. Applying student-centred approaches to learning in health professional education 8. Professionalism education as a jigsaw: putting it together for nursing students 9. Curriculum development, implementation and maintenance in the health professional education context 10. Programme accreditation and professional competencies in health professional education 11. Applying threshold concepts in a health professional education context 12. Transformative learning for health professional education 13. Best practice assessment in health professional education 14. Modes of pedagogy delivery in health professional education 15. Educating healthcare professionals: from novice to expert Part III: Key approaches and related evidence to health professional education 16. e-Learning and use of technology in health professional education: wikis, chat rooms, blogs, social network tools, clickers, video conferencing, podcasting and other emerging technologies 17. Use of e-Portfolios in health professional education: application and evidence 18. Simulation in health professional education: application and evidence 19. Peer-assisted learning in health professional education 20. Interprofessional education: application and evidence 21. Problem-based learning: best evidence in health professional education 22. Case-based learning: application and evidence in health professional education contexts 23. Team-Based Learning: overview and best evidence 24. Traditional didactic learning: overview and evidence in health professional education environments 25. Just-in-Time Teaching: approach and evidence in health professional education settings 26. Service-learning: application and evidence in the education of health professional students Part IV: Applying evidence-based education in the health professions 27. Evidence-based education in occupational therapy 28. Evidence-based education in physiotherapy 29. Evidence-based education in speech-language pathology and audiology 30. Evidence-based education in nursing and midwifery 31. Evidence-based education in paramedics 32. Evidence-based education in radiography 33. Evidence-based education in pharmacy 34. Evidence-based education in nutrition and dietetics 35. Summary, recommendations for future activities and conclusion

TED BROWN PhD, OT(C), OTR Associate Professor, Postgraduate Coordinator and Undergraduate Course Convener Department of Occupational Therapy School of Primary Health Care, Faculty of Medicine, Nursing and Health Sciences Monash University - Peninsula Campus, Frankston, Victoria, Australia BRETT WILLIAMS PhD, FPA Associate Professor and Head of Department Department of Community Emergency Health and Paramedic Practice School of Primary Health Care, Faculty of Medicine, Nursing and Health Sciences

• Part I: Evidence-based education in a health professional education context 1. Introduction 2. Evidence-based practice in the context of health professional education 3. Factors affecting health professional education 4. Evidence-based education and health professional education 5. Finding the evidence for health professional evidence-based education 6. Generating the evidence for health professional education: the five as of the scholarship of learning and teaching – ask, answer, access, appraise and apply Part II: Concepts that underpin health professional evidencebased education 7. Applying student-centred approaches to learning in health professional education 8. Professionalism education as a jigsaw: putting it together for nursing students 9. Curriculum development, implementation and maintenance in the health professional education context 10. Programme accreditation and professional competencies in health professional education 11. Applying threshold concepts in a health professional education context 12. Transformative learning for health professional education 13. Best practice assessment in health professional education 14. Modes of pedagogy delivery in health professional education 15. Educating healthcare professionals: from novice to expert Part III: Key approaches and related evidence to health professional education 16. e-Learning and use of technology in health professional education: wikis, chat rooms, blogs, social network tools, clickers, video conferencing, podcasting and other emerging technologies 17. Use of e-Portfolios in health professional education: application and evidence 18. Simulation in health professional education: application and evidence 19. Peer-assisted learning in health professional education 20. Interprofessional education: application and evidence 21. Problem-based learning: best evidence in health professional education 22. Case-based learning: application and evidence in health professional education contexts 23. Team-Based Learning: overview and best evidence 24. Traditional didactic learning: overview and evidence in health professional education environments 25. Just-in-Time Teaching: approach and evidence in health professional education settings 26. Service-learning: application and evidence in the education of health professional students Part IV: Applying evidence-based education in the health professions 27. Evidence-based education in occupational therapy 28. Evidence-based education in physiotherapy 29. Evidence-based education in speech-language pathology and audiology 30. Evidence-based education in nursing and midwifery 31. Evidence-based education in paramedics 32. Evidence-based education in radiography 33. Evidence-based education in pharmacy 34. Evidence-based education in nutrition and dietetics 35. Summary, recommendations for future activities and conclusion

TED BROWN PhD, OT(C), OTR Associate Professor, Postgraduate Coordinator and Undergraduate Course Convener Department of Occupational Therapy School of Primary Health Care, Faculty of Medicine, Nursing and Health Sciences Monash University - Peninsula Campus, Frankston, Victoria, Australia BRETT WILLIAMS PhD, FPA Associate Professor and Head of Department Department of Community Emergency Health and Paramedic Practice School of Primary Health Care, Faculty of Medicine, Nursing and Health Sciences

• Part I: Evidence-based education in a health professional education context 1. Introduction 2. Evidence-based practice in the context of health professional education 3. Factors affecting health professional education 4. Evidence-based education and health professional education 5. Finding the evidence for health professional evidence-based education 6. Generating the evidence for health professional education: the five as of the scholarship of learning and teaching – ask, answer, access, appraise and apply Part II: Concepts that underpin health professional evidencebased education 7. Applying student-centred approaches to learning in health professional education 8. Professionalism education as a jigsaw: putting it together for nursing students 9. Curriculum development, implementation and maintenance in the health professional education context 10. Programme accreditation and professional competencies in health professional education 11. Applying threshold concepts in a health professional education context 12. Transformative learning for health professional education 13. Best practice assessment in health professional education 14. Modes of pedagogy delivery in health professional education 15. Educating healthcare professionals: from novice to expert Part III: Key approaches and related evidence to health professional education 16. e-Learning and use of technology in health professional education: wikis, chat rooms, blogs, social network tools, clickers, video conferencing, podcasting and other emerging technologies 17. Use of e-Portfolios in health professional education: application and evidence 18. Simulation in health professional education: application and evidence 19. Peer-assisted learning in health professional education 20. Interprofessional education: application and evidence 21. Problem-based learning: best evidence in health professional education 22. Case-based learning: application and evidence in health professional education contexts 23. Team-Based Learning: overview and best evidence 24. Traditional didactic learning: overview and evidence in health professional education environments 25. Just-in-Time Teaching: approach and evidence in health professional education settings 26. Service-learning: application and evidence in the education of health professional students Part IV: Applying evidence-based education in the health professions 27. Evidence-based education in occupational therapy 28. Evidence-based education in physiotherapy 29. Evidence-based education in speech-language pathology and audiology 30. Evidence-based education in nursing and midwifery 31. Evidence-based education in paramedics 32. Evidence-based education in radiography 33. Evidence-based education in pharmacy 34. Evidence-based education in nutrition and dietetics 35. Summary, recommendations for future activities and conclusion