Introduction: Health sciences libraries increasingly contribute to teaching evidence-based practice (EBP), with instruction typically focusing on the “Ask,” “Acquire,” and “Appraise” steps of the EBP cycle. This presentation describes an academic library’s collaboration with clinicians to teach the “Apply” step within the framework of Shared Decision Making (SDM) to undergraduate students. Methods: A literature review identified current trends and best practices in teaching SDM in medical education. Additional insights on student needs and curriculum capacity were obtained through consultations with faculty and clinicians. The analysis informed the selection of key SDM teaching points and effective strategies for incorporating them into an online module and the undergraduate curriculum. Results: Librarians and clinicians co-created six instructional videos filmed in the library and clinical settings. The recordings introduced SDM principles, components, models, barriers, and demonstrated developing and communicating evidence-based management plans. Clinician-patient role-play illustrated two contrasting cases involving similar clinical presentations but different psychosocial and socioeconomic contexts. New instructional content was also added to the library’s EBP LibGuide. Discussion: Since library-based EBP instruction often omits the “Apply” step, this initiative demonstrates how librarians can partner with clinicians to address it effectively. By integrating SDM principles, the project emphasized empathy and compassion as essential components of evidence-based healthcare. The initiative received positive feedback from academic and clinical departments, enhancing the library’s visibility and reputation. A formal evaluation of the library’s instruction will be conducted in the future as part of a comprehensive, program-wide assessment of EBP instruction across all four undergraduate years.