Jonathan Eldredge1, Melissa A Schiff2, Jens O Langsjoen3, Roger N Jerabek4. 1. jeldredge@salud.unm.edu, Associate Professor, Health Sciences Library and Informatics Center, Family & Community Medicine Department, School of Medicine, College of Population Health, University of New Mexico, Albuquerque, NM. 2. mschiff@salud.unm.edu, Research Professor, Division of Epidemiology, Biostatistics, and Preventive Medicine, Department of Internal Medicine, University of New Mexico, Albuquerque, NM. 3. jlangsjoen@salud.unm.edu, Associate Professor, Division of Hospital Medicine, Department of Internal Medicine, University of New Mexico, Albuquerque, NM. 4. rjerabek@salud.unm.edu, Associate Scientist II, Program, Evaluation, Education, and Research, School of Medicine, University of New Mexico, Albuquerque, NM.
Abstract
OBJECTIVE: The authors used an assessment rubric to measure medical students' improvement in question formulation skills following a brief evidence-based practice (EBP) training session conducted by a health sciences librarian. METHOD: In a quasi-experimental designed study, students were assessed using a rubric on their pre-instructional skills in formulating answerable EBP questions, based on a clinical scenario. Following their training, they were assessed using the same scenario and rubric. Student pre- and post-test scores were compared using a paired t-test. RESULTS: Students demonstrated statistically significant improvement in their question formulation skills on their post-instructional assessments. The average score for students on the pre-test was 45.5 (SD 11.1) and the average score on the post-test was 65.6 (SD 5.4) with an average increase of 20.1 points on the 70-point scale, p<0.001. CONCLUSION: The brief instructional session aided by the rubric improved students' performance in question formulation skills.
OBJECTIVE: The authors used an assessment rubric to measure medical students' improvement in question formulation skills following a brief evidence-based practice (EBP) training session conducted by a health sciences librarian. METHOD: In a quasi-experimental designed study, students were assessed using a rubric on their pre-instructional skills in formulating answerable EBP questions, based on a clinical scenario. Following their training, they were assessed using the same scenario and rubric. Student pre- and post-test scores were compared using a paired t-test. RESULTS: Students demonstrated statistically significant improvement in their question formulation skills on their post-instructional assessments. The average score for students on the pre-test was 45.5 (SD 11.1) and the average score on the post-test was 65.6 (SD 5.4) with an average increase of 20.1 points on the 70-point scale, p<0.001. CONCLUSION: The brief instructional session aided by the rubric improved students' performance in question formulation skills.
Authors: Frederieke Schaafsma; Carel Hulshof; Angela de Boer; Frank van Dijk Journal: Int Arch Occup Environ Health Date: 2006-06-21 Impact factor: 3.015
Authors: Terrence Shaneyfelt; Karyn D Baum; Douglas Bell; David Feldstein; Thomas K Houston; Scott Kaatz; Chad Whelan; Michael Green Journal: JAMA Date: 2006-09-06 Impact factor: 56.272