ArticleAmerican journal of pharmaceutical education2011
Instructional scaffolding to improve students' skills in evaluating clinical literature.
Article in American journal of pharmaceutical education, 2011. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
12 citing papers in PubMed.
- Reclaiming the writing process using AI: a scaffolded writing assignment that promotes critical thinking, reflection, and accountability.Journal of microbiology & biology education · 2026Article
- Scaffolding in Health Sciences Education Programmes: An Integrative Review.Medical science educator · 2023Review
- Promoting Cultural Humility by Integrating Health Equity Literature into the Pharmacy Curriculum.Pharmacy (Basel, Switzerland) · 2022Article
- A Six-Semester Integrated Pharmacy Practice Course Based on Entrustable Professional Activities.American journal of pharmaceutical education · 2021Article
- Use of End-of-Class Quizzes to Promote Pharmacy Student Self-Reflection, Motivate Students to Improve Study Habits, and to Improve Performance on Summative Examinations.Pharmacy (Basel, Switzerland) · 2020Article
- Cross-cultural Comparison of Pharmacy Students' Attitudes, Knowledge, Practice, and Barriers Regarding Evidence-based Medicine.American journal of pharmaceutical education · 2019Article
- A Longitudinal Evidence-Based Medicine Curriculum and Its Impact on the Attitudes and Perceptions of Student Pharmacists.American journal of pharmaceutical education · 2019Article
- Evidence appraisal: a scoping review, conceptual framework, and research agenda.Journal of the American Medical Informatics Association : JAMIA · 2017Article
- Teaching Student Pharmacists to Apply Drug Literature to Patient Cases.American journal of pharmaceutical education · 2017Article
- Medical Literature Evaluation Education at US Schools of Pharmacy.American journal of pharmaceutical education · 2016Article
- Using Rubrics as a Scientific Writing Instructional Method in Early Stage Undergraduate Neuroscience Study.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2016Article
- A Learner-led, Discussion-based Elective on Emerging Infectious Disease.American journal of pharmaceutical education · 2015Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveTo implement and assess the effectiveness of an activity to teach pharmacy students to critically evaluate clinical literature using instructional scaffolding and a Clinical Trial Evaluation Rubric.
designThe literature evaluation activity centered on a single clinical research article and involved individual, small group, and large group instruction, with carefully structured, evidence-based scaffolds and support materials centered around 3 educational themes: (1) the reader's awareness of text organization, (2) contextual/background information and vocabulary, and (3) questioning, prompting, and self-monitoring (metacognition). ASSESSMENT: Students initially read the article, scored it using the rubric, and wrote an evaluation. Students then worked individually using a worksheet to identify and define 4 to 5 vocabulary/concept knowledge gaps. They then worked in small groups and as a class to further improve their skills. Finally, they assessed the same article using the rubric and writing a second evaluation. Students' rubric scores for the article decreased significantly from a mean pre-activity score of 76.7% to a post-activity score of 61.7%, indicating that their skills in identifying weaknesses in the article's study design had improved.
conclusionUse of instructional scaffolding in the form of vocabulary supports and the Clinical Trial Evaluation Rubric improved students' ability to critically evaluate a clinical study compared to lecture-based coursework alone.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.