This session of the conference addressed the status of incorporating the evidence-based process and principles into curricula and how to effectively advocate for its acceptance. To date, most proponents are still Bfighting[ an uphill battle when looking at how to integrate this decision-making approach into the dental school culture. Two of these proponents discuss the approach at their respective institutions while a third presents a Btreatment plan[ based on a review of the current scientific literature and the successful implementation of evidence-based decision making into curricula. Dr. Richard Stevenson, Chair of the Division of Restorative Dentistry at the UCLA School of Dentistry, discusses BWhat Are the Obstacles in the Dental School Environment,[ which include the dissemination of best evidence in research formats and placing the responsibility of obtaining, implementing, and evaluating the outcomes on the clinician alone. Efforts to implement change are presented acknowledging that the clinical educational component is key to using an evidence-based approach in private practice. Dr. Ralph Katz, Professor and Chair of the Department of Epidemiology and Health Promotion at the NYU College of Dentistry, follows with a discussion of BThe Importance of Teaching Critical Thinking Early in Dental Education: Concept, Flow, and History of the NYU 4-Year Curriculum[ or how he fondly refers to it as the BMiracle on 24 Street: the EBD Version.[ Dr. Katz takes us through the evidence-based building process that occurs throughout the students’ education based on 3 principles: teach it early and large, teach it repeatedly, and teach it Bat the right level.[ While the skill of critical thinking related to the assessment of the professional literature is just one of many skills needed to practice evidence-based dentistry, he argues that it is one of the essential and fundamental skills needed by dentists in order to practice evidence-based dentistry I and one that is Bunder-valued by the profession, at-large[ as well as Bunder-taught in all dental schools.[ Dr. Forrest concludes with presenting the common themes running throughout the medical and dental literature that identify the required components of a successful curriculum and dental school environment. These include the need to teach evidence-based (EB) theoretical principles and all five skills in the EB process, the need to use relevant clinical scenarios in teaching the application of skills, and most importantly, the need to transition classroom simulations to routine practice on the clinic floor in making patient care decisions. Faculty development and support for making and implementing curricular changes also were identified as crucial elements, as was the importance of having the needed resources, time, and infrastructure.