| Abstract/Notes |
Purpose: This article reports on the design and implementation of one innovative curricular strategy for creating competent, evidence-based chiropractic health care practitioners. Methods: Didactic, experiential, and Socratic methods were used to teach literature retrieval, critical appraisal, and critical thinking skills to students at a U.S. chiropractic college. In addition to course and faculty evaluations, a survey gathered pre- and postcourse data on students' attitudes, perceived abilities, and knowledge and skills. Results: Most course and instructor evaluation measures demonstrated a positive trend over six terms. General descriptive comparisons of pre- and postsurvey data indicate some improvements in students' perceived abilities and skills to search for, retrieve, and critically evaluate the literature. Conclusions: Trends of evaluation results over time, rather than single course evaluations, are particularly useful when considering innovative curricular changes, as are pre-and postmeasurement of student performance. This abstract is reproduced with the permission of the publisher; full text by subscription. |
