ArticleMedEdPORTAL : the journal of teaching and learning resources2018
Critical Appraisal Worksheets for Integration Into an Existing Small-Group Problem-Based Learning Curriculum.
Article in MedEdPORTAL : the journal of teaching and learning resources, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Core, Evidence Application, Research (CEAR): a Theory to Frame Separate Skills for Evidence-Based Practice and Research in Medical Education.Medical science educator · 2026Article
- Misalignment of Biostatistics Content Between Licensing Exam Study Aids and Contemporary Medical Research.Family medicine · 2025Article
- From Questions to Answers: Teaching Evidence-Based Medicine Question Formulation and Literature Searching Skills to First-Year Medical Students.MedEdPORTAL : the journal of teaching and learning resources · 2025Article
- Medical students' attitudes towards the teaching of cervical and ovarian cancer screening protocols in Ireland: a qualitative study.Irish journal of medical science · 2022Article
- "ACEing" the Evidence Within Physical Medicine and Rehabilitation (PM&R).MedEdPORTAL : the journal of teaching and learning resources · 2020Article
- Peer-Developed Modules on Basic Biostatistics and Evidence-Based Medicine Principles for Undergraduate Medical Education.MedEdPORTAL : the journal of teaching and learning resources · 2020Article
- Short-Term Training with Basic Science Research Literature Advances Medical Students' Skills for Adaptive Expertise.Journal of medical education and curricular developmentArticle
Corrections and comments
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Authors and funding
2 authors.
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No grant is acknowledged in the PubMed record.
Abstract
Introduction: Since medical students matriculate with a diversity of backgrounds, there can exist a disparity in student ability to critically appraise health science literature. To address this, we developed a critical appraisal exercise and integrated it into the first-year problem-based learning (PBL) curriculum at Case Western Reserve University School of Medicine. Methods: For 8 weeks, first-year medical students read a weekly preselected health science literature article relating to the content of their PBL curriculum and completed a critical appraisal worksheet consisting of questions regarding study design and result interpretation. Students discussed the article and worksheet within PBL small groups. Faculty facilitators were given the critical appraisal worksheet answer key, which students later gained access to after the discussion. To measure changes in critical appraisal skills, a voluntary questionnaire based on the Berlin questionnaire, a validated tool for measuring knowledge and skills in evidence-based medicine, was administered before and after the 8-week intervention. Results: Using paired Student Discussion: These critical appraisal worksheets are easily adaptable to an existing PBL curriculum and are an effective tool for improving and teaching critical appraisal skills in those students who will benefit most.
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Registered trials
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