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The notion that prognostic differences between treatment groups might explain apparent differences in outcomes lies at the heart of clinical investigation. If clinicians are to understand the research studies that guide their clinical practice, they must grasp this concept. Further, clinicians should understand statistical adjustment for differences in prognostic variables. This tip describes approaches to conveying these concepts to learners.  As with other articles in this series, educators experienced in teaching evidence-based medicine developed these tips and used them extensively to clarify statistical concepts to learners solving clinical problems or critically appraising studies and reviews. An article from the Canadian Medical Association Journal described the development of this series and pertinent background information.1 For each of the tips we provide guidance on when to use them, a teaching script, a “bottom line,” and a summary card. For each tip we identify the appropriate target audience and provide time estimates for the exercise.  We present qualitative introductions to the concepts of confounding variables and adjusted analysis, followed by quantitative examples illustrating the potential impact of adjustment. These demonstrations are characteristically interpolated into clinically centered discussions with clinical learners. We do not in the course of using them routinely attempt to address performing or analyzing multivariable or multivariate analyses with such learners. We consider learner mastery of the concept of relative risk to be prerequisite for understanding the tips, particularly for tip 3. A previously published manuscript addressed teaching relative risk.2

Tips for Teachers of Evidence-Based Medicine: Adjusting for Prognostic Imbalances (Confounding Variables) in Studies on Therapy or Harm