All healthcare professionals participate in education of students in both their own and other disciplines. It is part of our role and we are often used to squeezing it in and around our clinical responsibilities. In fact, the events during the COVID-19 pandemic resulted in an unprecedented pause in these clinical placements. This article discusses the practicalities of clinical education and encourages the reader to consider a series of models to support and develop this area of practice. They describe it as evidence-based education, whereby the clinical educator uses their knowledge of the learners needs, their knowledge of the content to learn, and their knowledge of teaching and learning literature to deliver the best possible experience for those students. In true clinical practice, this must be balanced with the needs of the patients and the evidence-based practice to deliver the right care, as well as the clinical educator’s own paperwork, productivity and clinical relationship demands. The authors highlight that we must consider evidence-based education in the same way we do evidence-based practice, as an area we can develop and upskill in through our own training and education. Indeed, this is what has happened in the recent pandemic, and many barriers to providing clinical education have been quickly addressed and clinical educators have learnt new methods of delivering training, for example through remote placements in the area of speech and language therapy.