Question formulation skills training using a novel rubric with first-year medical students

Abstract

Objective: The authors used an assessment rubric to measure medical students’ improvement in question formulation skills following a brief evidence-based practice (EBP) training session conducted by a health sciences librarian. Method: In a quasi-experimental designed study, students were assessed using a rubric on their pre-instructional skills in formulating answerable EBP questions, based on a clinical scenario. Following their training, they were assessed using the same scenario and rubric. Student pre-and post-test scores were compared using a paired t-test. Results: Students demonstrated statistically significant improvement in their question formulation skills on their post-instructional assessments. The average score for students on the pre-test was 45.5 (SD 11.1) and the average score on the post-test was 65.6 (SD 5.4) with an average increase of 20.1 points on the 70-point scale, p<0.001. Conclusion: The brief instructional session aided by the rubric improved students’ performance in question formulation skills.