University of New Mexico
A SCAFFOLDED INSTRUCTIONAL MODEL TO TEACH DOCTOR OF PHARMACY STUDENTS TO EVALUATE RANDOMIZED AND NON-RANDOMIZED MEDICAL STUDIES ON A SIMILAR TOPIC TO REACH A CLINICAL CONCLUSION
Abstract
dc:description.abstractThe goal of this study was to test a scaffolded instructional model in a complex Evidence Based Medicine (EBM) lesson where students evaluated three different medical studies (RCT, case-control, and cohort) on the same topic and used those studies to reach an evidence-based conclusion. The hypothesis was that the students literature evaluation skills and subsequent application of the literature to address a clinical question would more closely approximate the experts following implementation of the model. The results do not fully support the hypothesis. The conclusions were: (1) third-year doctor of pharmacy students at the college have a limited ability to evaluate medical literature of varying qualities and types and conflicting conclusions; (2) prior to reading the RCT, students' initial clinical conclusions more closely resembled the experts', potentially indicating an unbalanced influence of the RCT, either from RCT bias/preconceptions or a lack of skills transfer in evaluating the RCT; and (3) the instructional model needs further development by adding explicit instructional scaffolding around the Medical Literature Evaluation (MLE) Rubric, vocabulary, and directly addressing student preconceptions/biases.'
Degree
thesis:*- Level thesis:degree_level
- Dissertation
- Discipline thesis:degree_discipline
- Language, Literacy, and Sociocultural Studies
- Year dc:date.available
- 2013
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Dawn, Stefani
- Contributors dc:contributor
-
- Rosalita, Mitchell
- Troutman, William
- Bryant, Richard
- Velasquez Torres, Diane
Subjects
dc:subject × 11Rights
- Language dc:language
- English
Identifiers
dc:identifier.*- OAI identifier oai:identifier
- oai:digitalrepository.unm.edu:educ_llss_etds-1052