J Med Libr Assoc. 2014 Jan;102(1):31-40. doi: 10.3163/1536-5050.102.1.007.
The research determined to what extent best practices are being followed by freely available online modules aimed at teaching critical thinking and evidence-based practices (EBPs) in health sciences fields.
In phase I, an evaluation rubric was created after reviewing the literature. Individual rubric questions were assigned point values and grouped into sections, and the sections weighted. Phase II involved searching Internet platforms to locate online EBP modules, which were screened to determine if they met predetermined criteria for inclusion. Phase III comprised a first evaluation, in which two authors assessed each module, followed by a second evaluation of the top-scoring modules by five representatives from different health sciences units.
The rubric's 28 questions were categorized into 4 sections: content, design, interactivity, and usability. After retrieving 170 online modules and closely screening 91, 42 were in the first evaluation and 8 modules were in the second evaluation. Modules in the first evaluation earned, on average, 59% of available points; modules in the second earned an average of 68%. Both evaluations had a moderate level of inter-rater reliability.
The rubric was effective and reliable in evaluating the modules. Most modules followed best practices for content and usability but not for design and interactivity.
By systematically collecting and evaluating instructional modules, the authors found many potentially useful elements for module creation. Also, by reviewing the limitations of the evaluated modules, the authors were able to anticipate and plan ways to overcome potential issues in module design.
本研究旨在确定在多大程度上，免费提供的在线模块在教授健康科学领域的批判性思维和循证实践（EBP）方面遵循了最佳实践。
在第一阶段，通过回顾文献创建了一个评估量表。为每个量表问题分配了分值，并将其分为几个部分，然后对这些部分进行加权。第二阶段涉及搜索互联网平台以找到在线 EBP 模块，然后对这些模块进行筛选，以确定它们是否符合预定的纳入标准。第三阶段包括第一次评估，两名作者对每个模块进行评估，然后由来自不同健康科学部门的五名代表对得分最高的模块进行第二次评估。
该量表的 28 个问题分为 4 个部分：内容、设计、交互性和可用性。在检索到 170 个在线模块并仔细筛选了 91 个模块后，有 42 个模块进入了第一次评估，有 8 个模块进入了第二次评估。第一次评估的模块平均获得了 59%的可用分数；第二次评估的模块平均获得了 68%的分数。两次评估的评分者间信度均为中等水平。
该量表在评估模块方面是有效和可靠的。大多数模块在内容和可用性方面遵循最佳实践，但在设计和交互性方面则不然。
通过系统地收集和评估教学模块，作者发现了许多潜在有用的模块创建元素。此外，通过审查评估模块的局限性，作者能够预见并计划在模块设计中克服潜在问题的方法。
