A multifaceted information-skills elective produced pre-post gains across search-related tasks among medical students, including assessing reliability/validity of web information (2.59 to 3.77)¶
Claim · All claims
Evidence · 1 study · reviewr2·q3
Currency · newest study 2016 · 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.
q3 i? A multifaceted course (exercises, small group discussion, didactic lecture) produced pre-post mean score gains across tasks including defining the topic (3.06 to 3.87), finding evidence-based information (3.03 to 3.87), and assessing reliability/validity of information on the web (2.59 to 3.77). → Kyriakoulis Konstantinos 2016
Evidence¶
Kyriakoulis Konstantinos 2016¶
Kyriakoulis Konstantinos, Patelarou Athina, Laliotis Aggelos, Wan Andrew C, Matalliotakis Michail, Tsiou Chrysoula, Patelarou Evridiki. (2016). Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review. Journal of Educational Evaluation for Health Professions. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5066070/
q3 · i? · review · r2
Pre-post evaluation of a multifaceted information-skills elective for 2nd and 3rd year medical students (n=51) in the US. Table 2 reports pre-post mean gains including "Defining the topic: 3.06 vs. 3.87", "Finding evidence-based information: 3.03 vs. 3.87", and "Assessing the reliability/validity of information on the web: 2.59 vs. 3.77".
"Defining the topic: 3.06 vs. 3.87"
Discussion¶
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