Smith-Strøm Hilde, Nortvedt Monica W
Department of Nursing, Betanien Diaconal University College, Vestlundveien 19, N-5145 Fyllingsdalen, Bergen, Norway.
J Nurs Educ. 2008 Aug;47(8):372-5. doi: 10.3928/01484834-20080801-08.
This study evaluated whether students can learn to critically appraise a scientific article through evidence-based teaching methods. The course trains students in three steps of evidence-based practice--formulating a question, searching the evidence, and critically appraising the evidence. We gave the students two scientific articles. The articles were divided into sections, and 1 to 2 days were spent on each section. Every day had the same structure: a brief lecture on the relevant part of the article, group work, and interactive plenary discussions. At the end of the course, the students had a group examination in which they critically appraised a new scientific article. Most students reported that having learned steps one, two, and three involved in evidence-based practice was useful in critically appraising a scientific article. The results from the examination supported this. Knowledge about evidence-based practice can increase students' critical attitudes toward the evidence and their own practice.
本研究评估了学生是否能够通过循证教学方法学会批判性地评价一篇科学文章。该课程在循证实践的三个步骤——提出问题、检索证据和批判性评价证据方面对学生进行培训。我们给学生两篇科学文章。文章被分成若干部分，每部分花费1至2天时间。每天的结构相同：对文章的相关部分进行简短授课、小组作业以及互动式全体讨论。课程结束时，学生进行小组考试，在考试中他们要批判性地评价一篇新的科学文章。大多数学生报告称，学习循证实践的第一步、第二步和第三步对于批判性评价一篇科学文章很有用。考试结果证实了这一点。关于循证实践的知识可以增强学生对证据及其自身实践的批判性态度。
