Teaching critical appraisal: a pilot randomized controlled outcomes trial in undergraduate osteopathic medical education.
BACKGROUND
Critical appraisal is an important skill for medical students. A proposed curriculum may be an effective teaching tool.


OBJECTIVE
To determine whether the teaching of critical appraisal can be successfully introduced into an osteopathic clinical clerkship in obstetrics and gynecology.


METHODS
Osteopathic medical students (N=77) were assigned by lottery to one of eight rotation groups during their clinical clerkship in obstetrics and gynecology. Four of these rotation groups received instruction in critical appraisal (study group; received evidence-based medicine [EBM] curriculum; n=38); the other four rotation groups did not (control group; received non-EBM; n=39). The ability of the study EBM group to critically analyze the literature was compared with that of the control (non-EBM) group on the basis of results of a multiple-choice examination.


METHODS
The University of Medicine and Dentistry of New Jersey-School of Osteopathic Medicine clinical clerkship in obstetrics and gynecology.


RESULTS
The median scores for critical analysis were 41 for the control group and 64 for the study group. This difference was statistically significant (P<.001).


CONCLUSIONS
The teaching of critical appraisal can be successfully introduced into a clerkship in obstetrics and gynecology.
Krueger
Paul M
PM
University of New Jersey-School of Osteopathic Medicine, One Medical Center Dr, Suite 210, Stratford, NJ 08084-1500, USA. krueger@umdnj.edu
D000328:Adult; D002982:Clinical Clerkship; D003479:Curriculum; D004504:Education, Medical, Undergraduate; D019317:Evidence-Based Medicine / Q000193:education*; D005260:Female; D006801:Humans; D008297:Male; D010021:Osteopathic Medicine / Q000193:education*; D010865:Pilot Projects; D013663:Teaching