ArticleJournal of the Medical Library Association : JMLA2021
Question formulation skills training using a novel rubric with first-year medical students.
Article in Journal of the Medical Library Association : JMLA, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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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.
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Who cites it
4 citing papers in PubMed.
- Effectiveness of a question formulation rubric with second-year medical students: a randomized controlled trial.Journal of the Medical Library Association : JMLA · 2023Trial
- Evaluating search quality and article choice in evidence-based medicine assignments of preclinical students.Journal of the Medical Library Association : JMLA · 2025Article
- Non-clinician involvement in interprofessional health sciences education: educator experiences and attitudes.Journal of the Medical Library Association : JMLA · 2025Article
- A scoping review of librarian involvement in competency-based medical education.Journal of the Medical Library Association : JMLA · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveThe 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.
methodIn 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
resultsStudents 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,
conclusionThe brief instructional session aided by the rubric improved students' performance in question formulation skills.
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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.