Use of a journal club and letter-writing exercise to teach critical appraisal to medical undergraduates
Use of a journal club and letter-writing exercise to teach critical appraisal to medical undergraduates
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DOI：
10.1046/j.1365-2923.2001.00972.x
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发表时间：
2001-07-01
影响因子：
6
通讯作者：
Fischbacher, C
中科院分区：
文献类型：
--
作者：
Edwards, R;White, M;Fischbacher, C
介绍有越来越多的兴趣在本科和研究生水平的教学方法的关键评估技能。我们描述了一种方法，使用期刊俱乐部和随后的信件写作教关键的评价和写作技巧，以医学本科生。方法的练习发生在为期3周的公共卫生医学附件在第三年的本科课程。学生们以小组为单位对最近发表的研究论文进行评估，向期刊俱乐部的同行展示他们的发现，并起草一封给期刊编辑的信。评价通过以下方式进行：非正式和正式的反馈，从学生的信件写，提交和发表的数量，并通过学生提交的文献综述作业，并在公共卫生attachment.Resultsfrom学生的反馈是压倒性的积极的，没有批判性的评价教学的分数比较。在最初的三年半里，有26封信被发表或接受发表，58封信在互联网上发表。有没有显着差异的整体成绩或分数的关键评价组成部分的文献综述assignments between the two student groups.Discussion我们相信我们的方法是一种创新和愉快的方法，为医学生的关键评价和写作技巧的教学。学生群体之间在文献综述中缺乏得分差异可能反映了其作为结果测量的不敏感性，受到其他批判性评价教学的污染，或真正的无效性。
Introduction There is growing interest in methods of teaching critical appraisal skills at undergraduate and postgraduate levels. We describe an approach using a journal club and subsequent letter writing to teach critical appraisal and writing skills to medical undergraduates.Methods The exercise occurs during a 3-week public health medicine attachment in the third year of the undergraduate curriculum. Students work in small groups to appraise a recently published research paper, present their findings to their peers in a journal club, and draft a letter to the journal editor. Evaluation took place through: informal and formal feedback from students; number of letters written, submitted and published, and a comparison of marks obtained by students submitting a literature review assignment with and without critical appraisal teaching during the public health attachment.Results Feedback from students was overwhelmingly positive. In the first 31/2 years, 26 letters have been published or accepted for publication, and 58 letters published on the Internet. There were no significant differences in overall marks or marks for the critical appraisal component of the literature review assignments between the two student groups.Discussion We believe our approach is an innovative and enjoyable method for teaching critical appraisal and writing skills to medical students. Lack of difference in marks in the literature review between the student groups may reflect its insensitivity as an outcome measure, contamination by other critical appraisal teaching, or true ineffectiveness.