Final answer:
The question focuses on facilitators for the use of Evidence-Based Practice (EBP) in a course, which include investigational methods, classroom activities, peer review processes, and resources like manuals and toolkits.
Step-by-step explanation:
The question relates to facilitators for the use of Evidence-Based Practice (EBP) within a course setting. Key facilitators include exposure to investigational methods used in public health and epidemiology, which are critical for understanding and applying EBP. The course could offer a variety of resources such as a chapter overview, ideas for classroom activities with criteria for student success, links to data resources, and informational video clips. Including discussion or recap questions at the end of each chapter helps to reinforce the content covered.
In terms of assessment, student-centered investigational projects encourage students to think and work like researchers, fostering a deeper understanding of the evidence-based approach. Observations, outcomes, and steps outlined over several weeks would further solidify the learning process. Opportunities for peer review activities should follow a structured procedure, providing effective, evidence-based feedback for writing.
Resources such as the instructor's manual and PowerPoint lecture slides enhance the teaching and learning experience by providing dynamic, structured guidance and teaching tips. An integrated toolkit gives students the practice needed to improve their writing skills. Lastly, a critical examination of the historical context is vital for community-based participatory research, which can be an essential component of building professional capacity in the field of EBP.