The new buzzword in the allied health professions today is “Evidence–Based Medicine (EBM).” EBM is the “conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients” (Sackett et al., 1996). This definition is over ten years old yet the idea of EBM dates back to the mid 1900's in Paris (Sackett et al., 1996). More and more the public and payers of health care services are demanding more efficient and cost effective approach from health care providers. Yet quality and effectiveness are questionable in many health fields according to a report by the Federal Trade Commission and Department of Justice (2004). Some allied health fields however validate what they do and incorporate EBM into their practice but still many are in need of embracing the concept (Steves & Hootman, 2004). An allied health field which has embraced this concept is Physical Therapy. According to Denegar and Hertel (2002), this field has evidenced based clinical practice guidelines incorporated into their practice while the allied health field of athletic training lags behind. Positive patient outcomes, liability, reimbursement for services, and enhancement the professions are all reasons for the push toward the use of EBM in enhance the delivery of health care. However this concept need not only apply to allied health care professionals, but also physical education teachers, or anyone who is responsible for the treatment of the human body should apply an evidence based approach to what they practice or teach. The practice of incorporating EBM requires a systematic approach to judge which literature is most patient centered and addresses accuracy, precision, and power of findings and prove effectiveness of treatment. Sackett (1996) state that this requires: (a) defining clinically relevant questions, (b) searching for the best evidence, (c) critically appraising the evidence, (d) applying the evidence, and (e) evaluating the performance of EBM. Accurately interpreting evidence/research requires an ability to interpret what is good research evidence and which is poor. In this presentation will explore literature which elucidates good evidence, how professionals can find, evaluate and incorporate this evidence into their practice.Keyword(s): measurement/evaluation, safety/injury prevention, standards and ethics