INTRODUCTION
Evidence Based Practice (EBP) provides a durable, time-tested framework for making informed clinical decisions. EBP has been defined as “A way of providing health care that is guided by a thoughtful integration of the best available scientific knowledge with clinical expertise. This approach allows the practitioner to critically assess research data, clinical guidelines, and other information resources in order to correctly identify the clinical problem, apply the most high-quality intervention, and reevaluate the outcome for future improvement [Almost all medical schools include training in the steps of the EBP process, although their approaches vary considerably [Upon reconsideration of the accumulating evidence, the PICO approach possibly has not proven itself to be as durable and applicable as the overall EBP framework. While initially incorporated into the canon of EBP training, it has come under increasing scrutiny. Huang et al. compared actual clinicians' questions with PICO and found PICO did not represent those questions well. Importantly, they also determined that PICO was most suitable Eldredge et al. developed the Focus, Amplify, and Compose (FAC) system for formulating EBP questions. They had witnessed students struggling with adapting the PICO format to their own question formulation exercises. The FAC system was designed to position the formulated question to lead next to an effective search, the second step in the EBP process, and later the third critical appraisal step. A quasi-experiment conducted in 2019 revealed that medical students improved their question formulation skills using FAC by a statistically significant margin, thereby offering a plausible and more versatile alternative to PICO. The authors of this study speculated about the comparative utility of the rubric itself versus the rubric combined with training in teaching medical students how to in formulate effective EBP questions [This present study conducted at the University of New Mexico School of Medicine (UNMSOM) built upon the previous quasi-experiment by comparing medical student performance in question formulation using the rubric with only a brief introduction versus student performance following a 25-minute active learning session using the same rubric. In a crowded curriculum [