Instructor feedback on individual CASP-based RCT assignments significantly improved fifth-year pharmacy students' RCT evaluation scores¶
Claim · All claims
Evidence · 1 study · designr2·q2
Currency · newest study 2024 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After instructor feedback, students' individual RCT evaluation scores rose from 71.11 ± 5.57% to 96.11 ± 8.32%, a statistically significant improvement (p < 0.0001). → Nawanopparatsakul 2024
Evidence¶
Nawanopparatsakul 2024¶
Nawanopparatsakul, S., Watana, S., Taesotikul, T., Phuagphong, P., & Chinpaisal, C. (2024). Development of Skills for Pharmacy Students in Evaluating Randomized Controlled Trials Using CASP Checklist. Proceedings of ICRES 2024 -- International Conference on Research in Education and Science. https://eric.ed.gov/?id=ED673088
q2 · i? · design · r2
Single-group pre-post assessment of 18 fifth-year pharmacy students in the 565 313 New Drugs course; rubric-scored individual assignments before and after instructor feedback. Post-feedback average was "96.11 ± 8.32%", with Table 2 reporting p-value < 0.0001 versus the pre-feedback 71.11 ± 5.57%.
"The average score surged to 96.11 ± 8.32%, a statistically significant improvement. Notably, students effectively achieved the learn ing objectives in evaluating medications using the CASP tool."
Discussion¶
Learner Variables¶
- Critical Thinking — outcome: instruction changes it
Related Claims¶
- Collaborative group assignments for new drug evaluations using CASP achieved average scores above 80% — related
- Students reported highest satisfaction with the feedback process in the CASP-based teaching format — related
- Students' self-assessed knowledge of RCT evaluation improved from 36.67% to 80.00% after CASP-based instruction — related
- Students in a scaffolded LLM-collaboration course improved significantly on initial argument quality, prompt engineering, and response to AI feedback from the first to the fifth assignment — a broader claim this one bears on
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