Bennett K J, Sackett D L, Haynes R B, Neufeld V R, Tugwell P, Roberts R
JAMA. 1987 May 8;257(18):2451-4.
We carried out a controlled trial of teaching the critical appraisal of clinical literature among final-year clinical clerks. Tutors at two of four teaching hospitals were offered a short course in the critical appraisal of clinical articles that describe diagnostic tests and treatments and were assisted in identifying and appraising specialty-specific articles that described those diagnostic tests and treatments that clinical clerks were sure to encounter during their clerkship tutorials. Tutors and clerks at the other two hospitals received no special intervention and served as controls. Experimental and control clinical clerks completed pretests and posttests of their ability to take and defend a stand on whether to apply specific diagnostic tests and treatments in specific clinical situations. Experimental clerks demonstrated both statistically and "clinically" significant increases in their critical appraisal skills, improving 37% on the diagnostic test exercise and 8% on the treatment exercise; control students' scores deteriorated for both.
我们对临床实习最后一年的学生进行了一项关于临床文献批判性评价教学的对照试验。四所教学医院中的两所医院的导师参加了一个关于描述诊断测试和治疗的临床文章批判性评价的短期课程，并得到帮助以识别和评价特定专业的文章，这些文章描述了临床实习学生在实习辅导期间肯定会遇到的那些诊断测试和治疗。另外两所医院的导师和学生没有接受特殊干预，作为对照组。实验组和对照组的临床实习学生完成了关于在特定临床情况下是否应用特定诊断测试和治疗采取并捍卫立场能力的预测试和后测试。实验组学生在批判性评价技能方面在统计学和“临床”意义上均有显著提高，在诊断测试练习中提高了37%，在治疗练习中提高了8%；而对照组学生的分数在这两项测试中均下降。
