HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text Full Text (PDF) Submit a response Alert me when this article is cited Alert me when eLetters are posted Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in ISI Web of Science Similar articles in PubMed Alert me to new issues of the journal Download to citation manager Citing Articles Citing Articles via HighWire Citing Articles via ISI Web of Science (2) Citing Articles via Google Scholar Google Scholar Articles by Russell, J. S. Articles by Trueblood, N. A. Search for Related Content PubMed PubMed Citation Articles by Russell, J. S. Articles by Trueblood, N. A.

HOW WE TEACH

Non-science majors gain valuable insight studying clinical trials literature: an evidence-based medicine library assignment

Department of Biology, Earlham College, Richmond, Indiana 47374

Address for reprint requests and other correspondence: N. A. Trueblood, 801 National Rd. W., Richmond, IN 47374 (E-mail: truebna{at}earlham.edu)

When faced with a diagnosis, it is empowering to be able to assess the evidence of treatment effectiveness and safety. To teach this skill to non-science majors, we assigned the "Responsible Patienthood Project" (RPP). For the RPP, students studied an array of disease and treatment literature: the final product of their work was a poster presentation, in which they did an in-depth analysis of one primary article, thus encouraging critical evaluation of experimental design, methods, and conclusions. Post-RPP, there was a 35% decrease in the student perception that they would unquestioningly accept a recommended treatment for a hypothetical diagnosis, and a 40% increase in the perception that they would consult a combination of resources, including primary articles. We recommend this project based on our results that suggest 1) non-science majors are able to successfully access and assess primary scientific literature, 2) students felt empowered by the RPP, and 3) skills in information gathering, via library instruction, may serve as a particularly helpful lifelong learning tool.

Key words: undergraduate student; general education; diagnosis; clinical research; lifelong learning

This article has been cited by other articles:

				B. Buckner, J. Beck, K. Browning, A. Fritz, L. Grantham, E. Hoxha, Z. Kamvar, A. Lough, O. Nikolova, P. S. Schnable, et al. Involving Undergraduates in the Annotation and Analysis of Global Gene Expression Studies: Creation of a Maize Shoot Apical Meristem Expression Database Genetics, June 1, 2007; 176(2): 741 - 747. [Abstract] [Full Text] [PDF]

				C. M. Gillen Criticism and Interpretation: Teaching the Persuasive Aspects of Research Articles CBE Life Sci Educ, March 1, 2006; 5(1): 34 - 38. [Abstract] [Full Text] [PDF]