Course feedback was consistently positive, and instructors made small iterative adjustments in response to each cohort's feedback¶

Claim · All claims
Evidence · 1 study (2 entries) · design r3 · q1
Currency · newest study 2024 · not yet checked against its sources · 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.

q1 i? Feedback forms across cohorts were consistently positive, with recurring themes around content curation for mixed experience levels, breakout rooms, and applying course content professionally. → Farris David P. 2024 q1 i? Instructors adjusted the course in response to feedback, such as expanding concept-nesting instruction and lengthening small-group time. → Farris David P. 2024 (2)

Evidence¶

Farris David P. 2024¶

Farris David P., Lebo Rachael A., Price Carrie. (2024). Designing a framework for curriculum building in systematic review competencies for librarians: a case report. Journal of the Medical Library Association : JMLA. https://doi.org/10.5195/jmla.2024.1930

q1 · i? · design · r3

Case-report description of MLA course feedback forms across eleven cohorts (2022–2024). The article reports the themes qualitatively; no ratings or statistics are printed.

"Comments from the course feedback forms were consistently positive. Recurring themes were centered around 1) the instructors' abilities to curate content for both new and experienced searchers, 2) enthusiasm for the breakout rooms and the course activity, and 3) the ability to incorporate something new from the class into their professional work."

Farris David P. 2024 (2)¶

q1 · i? · design · r3

Authors' account of iterative course refinement across cohorts, including expanded concept-nesting instruction and lengthened small-group time after cohorts reported valuing it. The article states no feedback necessitated larger changes.

"For each iteration of the course, the instructors consider previous cohorts' feedback and make small adjustments as necessary. For example, an early cohort disclosed that they did not understand the idea of concept nesting, so concept nesting instruction was provided in greater detail."

Discussion¶

Page metadata

Field	Value
`status`	`review`
`generated`	by `process:wiki-ingest` on `2026-10-31`
`trust`	unverified — no one has confirmed this page's content

Frontmatter is the page's machine-readable record — see the Schema & Guide.