Question Formulation Skills Building Among Dental Hygiene Students
A Randomized Controlled Trial
DOI:
https://doi.org/10.18060/28153الكلمات المفتاحية:
Evidence Based Practice، Question Formulation، Participant Contamination، Educational Measurement، Dental Hygiene Education، Educational Rubricsالملخص
PURPOSE:
Research Question: How much training do Dental Hygiene students require in order to use the question formulation rubric effectively: a brief 5-minute overview or a 25-minute training that includes a student peer assessment application exercise?
METHODS:
Randomized controlled trial. All pre-randomized 24 students took the question formulation pre-test on the first day of the course on January 22nd. As expected, there were no statistical differences between the Intervention or Control group pre-test scores. The instructors administered the post-test on February 19th after the Intervention group had received the training and rubric with the Control group only having received the rubric with a brief explanation.
RESULTS:
The investigators employed a paired t-test to analyze the pre- and post-test score differences for each student in the Intervention and Control groups. Surprisingly, the students' average post-test scores were 41.75 for the Control group and 43.67 for the Intervention group on a 70-point scale, which were not markedly different. Apparently, some contamination occurred.
CONCLUSIONS:
Additional analysis suggests that dental hygiene students benefit by experiencing extra instruction, with the cautionary caveats that this study was limited by some contamination and that it took place during the Covid-19 era.
المراجع
Forrest JL, Miller SA, Overman PR, Newman MG. Evidence-Based Decision Making: A Translational Guide for Dental Professionals. 1st ed. Philadelphia: Lippincott Williams & Wilkins; 2009.
Stanley JL, Hanson CL, Van Ness CJ, Holt L. Assessing evidence-based practice knowledge, attitudes, access and confidence among dental hygiene educators. J Dent Hyg. 2016 Jun;90 Suppl 1:42. PMID: 27458317.
Santiago Santiago V, Cardenas M, Charles AL, Hernandez E, Oyoyo U, Kwon SR. Evidence-based practice knowledge, attitude, access and confidence: A comparison of dental hygiene and dental students. J Dent Hyg. 2018 Apr;92(2):31-37. PMID: 29739845.
Laurence B, Smith D. Evidence-based dental education: Suggested course outlines for first- and second-year dental hygiene students. Int J Dent Hyg. 2014 Aug;12(3):234. doi: 10.1111/idh.12087. Epub 2014 May 15. PMID: 24826992.
Forrest JL, Overman P. Keeping current: A commitment to patient care excellence through evidence based practice. J Dent Hyg. 2013 Jan;87 Suppl 1:33-40. PMID: 24046340.
Frantsve-Hawley J, Clarkson JE, Slot DE. Using the best evidence to enhance dental hygiene decision making. J Dent Hyg. 2015 Feb;89 Suppl 1:39-42. PMID: 25691026.
Huang X, Lin J, Demner-Fushman D. Evaluation of PICO as a knowledge representation for clinical questions. AMIA Annu Symp Proc. 2006;2006:359-63. PMID: 17238363; PMCID: PMC1839740.
Ely JW, Osheroff JA, Ebell MH, Bergus GR, Levy BT, Chambliss ML, Evans ER. Analysis of questions asked by family physicians regarding patient care. West J Med. 2000 May;172(5):315-9. doi: 10.1136/ewjm.172.5.315. PMID: 18751285; PMCID: PMC1070879.
Bjerre LM, Paterson NR, McGowan J, Hogg W, Campbell CM, Viner G, Archibald D. What do primary care practitioners want to know? A content analysis of questions asked at the point of care. J Contin Educ Health Prof. 2013 Fall;33(4):224-34. doi: 10.1002/chp.21191. PMID: 24347101.
Schardt C, Adams MB, Owens T, Keitz S, Fontelo P. Utilization of the PICO framework to improve searching PubMed for clinical questions. BMC Med Inform Decis Mak. 2007 Jun 15;7:16. doi: 10.1186/1472-6947-7-16. PMID: 17573961; PMCID: PMC1904193.
Hoogendam A, de Vries Robbé PF, Overbeke AJ. Comparing patient characteristics, type of intervention, control, and outcome (PICO) queries with unguided searching: A randomized controlled crossover trial. J Med Libr Assoc. 2012 Apr;100(2):121-6. doi: 10.3163/1536-5050.100.2.010. PMID: 22514508; PMCID: PMC3324808.
Eriksen MB, Frandsen TF. The impact of patient, intervention, comparison, outcome (PICO) as a search strategy tool on literature search quality: A systematic review. J Med Libr Assoc. 2018 Oct;106(4):420-431. doi: 10.5195/jmla.2018.345. Epub 2018 Oct 1. PMID: 30271283; PMCID: PMC6148624.
Davies KS. Davies KS. Formulating the evidence based practice question: A review of the frameworks. EBLIP [Internet]. 2011Jun.24 [cited 2024 Jul.15];6(2):75-0. Available from: https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/9741
Eldredge J, Schiff MA, Langsjoen JO, Jerabek RN. Question formulation skills training using a novel rubric with first-year medical students. J Med Libr Assoc. 2021 Jan 1;109(1):68-74. doi: 10.5195/jmla.2021.935. PMID: 33424466; PMCID: PMC7772986.
Anonymous. Using rubrics. Center for Teaching innovation. Cornell University. [cited 2024 July 15]. Available from: https://teaching.cornell.edu/teaching-resources/assessment-evaluation/using-rubrics
Allen D, Tanner K. Rubrics: Tools for making learning goals and evaluation criteria explicit for both teachers and learners. CBE Life Sci Educ. 2006;5(3):197-203. doi:10.1187/cbe.06-06-0168
Cockett A, Jackson C. The use of assessment rubrics to enhance feedback in higher education: An integrative literature review. Nurse Educ Today. 2018;69:8-13. doi:10.1016/j.nedt.2018.06.022
Eldredge JD, Hannigan GG. Emerging trends in health sciences librarianship. In: Wood MS, ed. Health Sciences Librarianship. Rowman & Littlefield; 2014: 57-83.
McLaughlin JE, Roth MT, Glatt DM, et al. The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Acad Med. 2014;89(2):236-243. doi:10.1097/ACM.0000000000000086
Prince M. Does active learning work? A review of the research. Journal of Engineering Education. 2004;93(3):223-231. doi:10.1002/j.2168-9830.2004.tb00809.x
Kolb DA. Experiential Learning: Experience as the Source of Learning and Development. 2nd ed. Upper Saddle River (NJ): Pearson Education, 2014. 390p.
Eldredge et al., op cit.
Bashary NZ, Levine MH. Teaching strategy adaptations in undergraduate dental education during the COVID-19 pandemic. J Dent Educ. 2024;88(6):865-871. doi:10.1002/jdd.13493
Mather C, Colgan L, Binnie V, Donn J, McKerlie R, Bell A. COVID-19 adaptations for biomedical teaching and assessment within the undergraduate dental curriculum. Adv Exp Med Biol. 2023;1397:43-54. doi:10.1007/978-3-031-17135-2_3
Santos GNM, da Silva HEC, Leite AF, et al. The scope of dental education during COVID-19 pandemic: A systematic review. J Dent Educ. 2021;85(7):1287-1300. doi:10.1002/jdd.12587
Droske CA, Pearson TN, Velkovich SJ, et al. Variations in the design and use of attention control groups in type 2 diabetes randomized controlled trials: A systematic review. Curr Diab Rep. 2023;23(9):217-229. doi:10.1007/s11892-023-01514-2
Armijo-Olivo S, Mohamad N, Sobral de Oliveira-Souza AI, de Castro-Carletti EM, Ballenberger N, Fuentes J. Performance, detection, contamination, compliance, and cointervention biases in rehabilitation research: What are they and how can they affect the results of randomized controlled trials? Basic information for junior researchers and clinicians. Am J Phys Med Rehabil. 2022;101(9):864-878. doi:10.1097/PHM.0000000000001893
Giraudeau B, Weijer C, Eldridge SM, Hemming K, Taljaard M. Why and when should we cluster randomize?. J Epidemiol Popul Health. 2024;72(1):202197. doi:10.1016/j.jeph.2024.202197
Howe A, Keogh-Brown M, Miles S, Bachmann M. Expert consensus on contamination in educational trials elicited by a Delphi exercise. Med Educ. 2007;41(2):196-204. doi:10.1111/j.1365-2929.2006.02674.x
التنزيلات
منشور
كيفية الاقتباس
الرخصة
الحقوق الفكرية (c) 2024 Jonathan Eldredge, Ms. Nathe
هذا العمل مرخص بموجب Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All works in Hypothesis are licensed under a Creative Commons Attribution 4.0 International license. Authors own copyright of their articles appearing in Hypothesis. Readers may copy articles without permission of the copyright owner(s), as long as the author(s) and the Medical Library Association are acknowledged in the copy, and the copy is used for educational, not-for-profit purposes. For any other use of articles, please contact the copyright owner(s).
