summative assignment critique of research article

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Article Summaries, Reviews & Critiques

• Writing an article SUMMARY
• Writing an article REVIEW

Writing an article CRITIQUE

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A critique asks you to evaluate an article and the author’s argument. You will need to look critically at what the author is claiming, evaluate the research methods, and look for possible problems with, or applications of, the researcher’s claims.

Introduction

Give an overview of the author’s main points and how the author supports those points. Explain what the author found and describe the process they used to arrive at this conclusion.

Body Paragraphs

Interpret the information from the article:

• Does the author review previous studies? Is current and relevant research used?
• What type of research was used – empirical studies, anecdotal material, or personal observations?
• Was the sample too small to generalize from?
• Was the participant group lacking in diversity (race, gender, age, education, socioeconomic status, etc.)
• For instance, volunteers gathered at a health food store might have different attitudes about nutrition than the population at large.
• How useful does this work seem to you? How does the author suggest the findings could be applied and how do you believe they could be applied?
• How could the study have been improved in your opinion?
• Does the author appear to have any biases (related to gender, race, class, or politics)?
• Is the writing clear and easy to follow? Does the author’s tone add to or detract from the article?
• How useful are the visuals (such as tables, charts, maps, photographs) included, if any? How do they help to illustrate the argument? Are they confusing or hard to read?
• What further research might be conducted on this subject?

Try to synthesize the pieces of your critique to emphasize your own main points about the author’s work, relating the researcher’s work to your own knowledge or to topics being discussed in your course.

From the Center for Academic Excellence (opens in a new window), University of Saint Joseph Connecticut

Additional Resources

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Writing an Article Critique (from The University of Arizona Global Campus Writing Center)

How to Critique an Article (from Essaypro.com)

How to Write an Article Critique (from EliteEditing.com.au)

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• v.12(2); Apr-Jun 2021

Critical appraisal of published research papers – A reinforcing tool for research methodology: Questionnaire-based study

Snehalata gajbhiye.

Department of Pharmacology and Therapeutics, Seth GS Medical College and KEM Hospital, Mumbai, Maharashtra, India

Raakhi Tripathi

Urwashi parmar, nishtha khatri, anirudha potey.

1 Department of Clinical Trials, Serum Institute of India, Pune, Maharashtra, India

Background and Objectives:

Critical appraisal of published research papers is routinely conducted as a journal club (JC) activity in pharmacology departments of various medical colleges across Maharashtra, and it forms an important part of their postgraduate curriculum. The objective of this study was to evaluate the perception of pharmacology postgraduate students and teachers toward use of critical appraisal as a reinforcing tool for research methodology. Evaluation of performance of the in-house pharmacology postgraduate students in the critical appraisal activity constituted secondary objective of the study.

Materials and Methods:

The study was conducted in two parts. In Part I, a cross-sectional questionnaire-based evaluation on perception toward critical appraisal activity was carried out among pharmacology postgraduate students and teachers. In Part II of the study, JC score sheets of 2 nd - and 3 rd -year pharmacology students over the past 4 years were evaluated.

One hundred and twenty-seven postgraduate students and 32 teachers participated in Part I of the study. About 118 (92.9%) students and 28 (87.5%) faculties considered the critical appraisal activity to be beneficial for the students. JC score sheet assessments suggested that there was a statistically significant improvement in overall scores obtained by postgraduate students ( n = 25) in their last JC as compared to the first JC.

Conclusion:

Journal article criticism is a crucial tool to develop a research attitude among postgraduate students. Participation in the JC activity led to the improvement in the skill of critical appraisal of published research articles, but this improvement was not educationally relevant.

INTRODUCTION

Critical appraisal of a research paper is defined as “The process of carefully and systematically examining research to judge its trustworthiness, value and relevance in a particular context.”[ 1 ] Since scientific literature is rapidly expanding with more than 12,000 articles being added to the MEDLINE database per week,[ 2 ] critical appraisal is very important to distinguish scientifically useful and well-written articles from imprecise articles.

Educational authorities like the Medical Council of India (MCI) and Maharashtra University of Health Sciences (MUHS) have stated in pharmacology postgraduate curriculum that students must critically appraise research papers. To impart training toward these skills, MCI and MUHS have emphasized on the introduction of journal club (JC) activity for postgraduate (PG) students, wherein students review a published original research paper and state the merits and demerits of the paper. Abiding by this, pharmacology departments across various medical colleges in Maharashtra organize JC at frequent intervals[ 3 , 4 ] and students discuss varied aspects of the article with teaching faculty of the department.[ 5 ] Moreover, this activity carries a significant weightage of marks in the pharmacology university examination. As postgraduate students attend this activity throughout their 3-year tenure, it was perceived by the authors that this activity of critical appraisal of research papers could emerge as a tool for reinforcing the knowledge of research methodology. Hence, a questionnaire-based study was designed to find out the perceptions from PG students and teachers.

There have been studies that have laid emphasis on the procedure of conducting critical appraisal of research papers and its application into clinical practice.[ 6 , 7 ] However, there are no studies that have evaluated how well students are able to critically appraise a research paper. The Department of Pharmacology and Therapeutics at Seth GS Medical College has developed an evaluation method to score the PG students on this skill and this tool has been implemented for the last 5 years. Since there are no research data available on the performance of PG Pharmacology students in JC, capturing the critical appraisal activity evaluation scores of in-house PG students was chosen as another objective of the study.

MATERIALS AND METHODS

Description of the journal club activity.

JC is conducted in the Department of Pharmacology and Therapeutics at Seth GS Medical College once in every 2 weeks. During the JC activity, postgraduate students critically appraise published original research articles on their completeness and aptness in terms of the following: study title, rationale, objectives, study design, methodology-study population, inclusion/exclusion criteria, duration, intervention and safety/efficacy variables, randomization, blinding, statistical analysis, results, discussion, conclusion, references, and abstract. All postgraduate students attend this activity, while one of them critically appraises the article (who has received the research paper given by one of the faculty members 5 days before the day of JC). Other faculties also attend these sessions and facilitate the discussions. As the student comments on various sections of the paper, the same predecided faculty who gave the article (single assessor) evaluates the student on a total score of 100 which is split per section as follows: Introduction –20 marks, Methodology –20 marks, Discussion – 20 marks, Results and Conclusion –20 marks, References –10 marks, and Title, Abstract, and Keywords – 10 marks. However, there are no standard operating procedures to assess the performance of students at JC.

Methodology

After seeking permission from the Institutional Ethics Committee, the study was conducted in two parts. Part I consisted of a cross-sectional questionnaire-based survey that was conducted from October 2016 to September 2017. A questionnaire to evaluate perception towards the activity of critical appraisal of published papers as research methodology reinforcing tool was developed by the study investigators. The questionnaire consisted of 20 questions: 14 questions [refer Figure 1 ] graded on a 3-point Likert scale (agree, neutral, and disagree), 1 multiple choice selection question, 2 dichotomous questions, 1 semi-open-ended questions, and 2 open-ended questions. Content validation for this questionnaire was carried out with the help of eight pharmacology teachers. The content validity ratio per item was calculated and each item in the questionnaire had a CVR ratio (CVR) of >0.75.[ 8 ] The perception questionnaire was either E-mailed or sent through WhatsApp to PG pharmacology students and teaching faculty in pharmacology departments at various medical colleges across Maharashtra. Informed consent was obtained on E-mail from all the participants.

Graphical representation of the percentage of students/teachers who agreed that critical appraisal of research helped them improve their knowledge on various aspects of research, perceived that faculty participation is important in this activity, and considered critical appraisal activity beneficial for students. The numbers adjacent to the bar diagrams indicate the raw number of students/faculty who agreed, while brackets indicate %

Part II of the study consisted of evaluating the performance of postgraduate students toward skills of critical appraisal of published papers. For this purpose, marks obtained by 2 nd - and 3 rd -year residents during JC sessions conducted over a period of 4 years from October 2013 to September 2017 were recorded and analyzed. No data on personal identifiers of the students were captured.

Statistical analysis

Marks obtained by postgraduate students in their first and last JC were compared using Wilcoxon signed-rank test, while marks obtained by 2 nd - and 3 rd -year postgraduate students were compared using Mann–Whitney test since the data were nonparametric. These statistical analyses were performed using GraphPad Prism statistical software, San Diego, Calfornia, USA, Version 7.0d. Data obtained from the perception questionnaire were entered in Microsoft Excel sheet and were expressed as frequencies (percentages) using descriptive statistics.

Participants who answered all items of the questionnaire were considered as complete responders and only completed questionnaires were analyzed. The questionnaire was sent through an E-mail to 100 students and through WhatsApp to 68 students. Out of the 100 students who received the questionnaire through E-mail, 79 responded completely and 8 were incomplete responders, while 13 students did not revert back. Out of the 68 students who received the questionnaire through WhatsApp, 48 responded completely, 6 gave an incomplete response, and 14 students did not revert back. Hence, of the 168 postgraduate students who received the questionnaire, 127 responded completely (student response rate for analysis = 75.6%). The questionnaire was E-mailed to 33 faculties and was sent through WhatsApp to 25 faculties. Out of the 33 faculties who received the questionnaire through E-mail, 19 responded completely, 5 responded incompletely, and 9 did not respond at all. Out of the 25 faculties who received the questionnaire through WhatsApp, 13 responded completely, 3 were incomplete responders, and 9 did not respond at all. Hence, of a total of 58 faculties who were contacted, 32 responded completely (faculty response rate for analysis = 55%). For Part I of the study, responses on the perception questionnaire from 127 postgraduate students and 32 postgraduate teachers were recorded and analyzed. None of the faculty who participated in the validation of the questionnaire participated in the survey. Number of responses obtained region wise (Mumbai region and rest of Maharashtra region) have been depicted in Table 1 .

Region-wise distribution of responses

Number of responses obtained from students/faculty belonging to Mumbai colleges and rest of Maharashtra colleges. Brackets indicate percentages

As per the data obtained on the Likert scale questions, 102 (80.3%) students and 29 (90.6%) teachers agreed that critical appraisal trains the students in doing a review of literature before selecting a particular research topic. Majority of the participants, i.e., 104 (81.9%) students and 29 (90.6%) teachers also believed that the activity increases student's knowledge regarding various experimental evaluation techniques. Moreover, 112 (88.2%) students and 27 (84.4%) faculty considered that critical appraisal activity results in improved skills of writing and understanding methodology section of research articles in terms of inclusion/exclusion criteria, endpoints, and safety/efficacy variables. About 103 (81.1%) students and 24 (75%) teachers perceived that this activity results in refinement of the student's research work. About 118 (92.9%) students and 28 (87.5%) faculty considered the critical appraisal activity to be beneficial for the students. Responses to 14 individual Likert scale items of the questionnaire have been depicted in Figure 1 .

With respect to the multiple choice selection question, 66 (52%) students and 16 (50%) teachers opined that faculty should select the paper, 53 (41.7%) students and 9 (28.1%) teachers stated that the papers should be selected by the presenting student himself/herself, while 8 (6.3%) students and 7 (21.9%) teachers expressed that some other student should select the paper to be presented at the JC.

The responses to dichotomous questions were as follows: majority of the students, that is, 109 (85.8%) and 23 (71.9%) teachers perceived that a standard checklist for article review should be given to the students before critical appraisal of journal article. Open-ended questions of the questionnaire invited suggestions from the participants regarding ways of getting trained on critical appraisal skills and of improving JC activity. Some of the suggestions given by faculty were as follows: increasing the frequency of JC activity, discussion of cited articles and new guidelines related to it, selecting all types of articles for criticism rather than only randomized controlled trials, and regular yearly exams on article criticism. Students stated that regular and frequent article criticism activity, practice of writing letter to the editor after criticism, active participation by peers and faculty, increasing weightage of marks for critical appraisal of papers in university examinations (at present marks are 50 out of 400), and a formal training for research criticism from 1 st year of postgraduation could improve critical appraisal program.

In Part II of this study, performance of the students on the skill of critical appraisal of papers was evaluated. Complete data of the first and last JC scores of a total of 25 students of the department were available, and when these scores were compared, it was seen that there was a statistically significant improvement in the overall scores ( P = 0.04), as well as in the scores obtained in methodology ( P = 0.03) and results section ( P = 0.02). This is depicted in Table 2 . Although statistically significant, the differences in scores in the methodology section, results section, and overall scores were 1.28/20, 1.28/20, and 4.36/100, respectively, amounting to 5.4%, 5.4%, and 4.36% higher scores in the last JC, which may not be considered educationally relevant (practically significant). The quantum of difference that would be considered practically significant was not decided a priori .

Comparison of marks obtained by pharmacology residents in their first and last journal club

Marks have been represented as mean±SD. The maximum marks that can be obtained in each section have been stated as maximum. *Indicates statistically significant ( P <0.05). IQR=Interquartile range, SD=Standard deviation

Scores of two groups, one group consisting of 2 nd -year postgraduate students ( n = 44) and second group consisting of 3 rd -year postgraduate students ( n = 32) were compared and revealed no statistically significant difference in overall score ( P = 0.84). This is depicted in Table 3 . Since the quantum of difference in the overall scores was meager 0.84/100 (0.84%), it cannot be considered practically significant.

Comparison of marks obtained by 2 nd - and 3 rd -year pharmacology residents in the activity of critical appraisal of research articles

Marks have been represented as mean±SD. The maximum marks that can be obtained in each section have been stated as maximum. P <0.05 was considered to be statistically significant. IQR=Interquartile range, SD=Standard deviation

The present study gauged the perception of the pharmacology postgraduate students and teachers toward the use of critical appraisal activity as a reinforcing tool for research methodology. Both students and faculties (>50%) believed that critical appraisal activity increases student's knowledge on principles of ethics, experimental evaluation techniques, CONSORT guidelines, statistical analysis, concept of conflict of interest, current trends and recent advances in Pharmacology and trains on doing a review of literature, and improves skills on protocol writing and referencing. In the study conducted by Crank-Patton et al ., a survey on 278 general surgery program directors was carried out and more than 50% indicated that JC was important to their training program.[ 9 ]

The grading template used in Part II of the study was based on the IMRaD structure. Hence, equal weightage was given to the Introduction, Methodology, Results, and Discussion sections and lesser weightage was given to the references and title, abstract, and keywords sections.[ 10 ] While evaluating the scores obtained by 25 students in their first and last JC, it was seen that there was a statistically significant improvement in the overall scores of the students in their last JC. However, the meager improvement in scores cannot be considered educationally relevant, as the authors expected the students to score >90% for the upgrade to be considered educationally impactful. The above findings suggest that even though participation in the JC activity led to a steady increase in student's performance (~4%), the increment was not as expected. In addition, the students did not portray an excellent performance (>90%), with average scores being around 72% even in the last JC. This can be probably explained by the fact that students perform this activity in a routine setting and not in an examination setting. Unlike the scenario in an examination, students were aware that even if they performed at a mediocre level, there would be no repercussions.

A separate comparison of scores obtained by 44 students in their 2 nd year and 32 students in their 3 rd year of postgraduation students was also done. The number of student evaluation sheets reviewed for this analysis was greater than the number of student evaluation sheets reviewed to compare first and last JC scores. This can be spelled out by the fact that many students were still in 2 nd year when this analysis was done and the score data for their last JC, which would take place in 3 rd year, was not available. In addition, few students were asked to present at JC multiple times during the 2 nd /3 rd year of their postgraduation.

While evaluating the critical appraisal scores obtained by 2 nd - and 3 rd -year postgraduate students, it was found that although the 3 rd -year students had a mean overall score greater than the 2 nd -year students, this difference was not statistically significant. During the 1 st year of MD Pharmacology course, students at the study center attend JC once in every 2 weeks. Even though the 1 st -year students do not themselves present in JC, they listen and observe the criticism points stated by senior peers presenting at the JC, and thereby, incur substantial amount of knowledge required to critically appraise papers. By the time, they become 2 nd -year students, they are already well versed with the program and this could have led to similar overall mean scores between the 2 nd -year students (71.50 ± 10.71) and 3 rd -year students (72.34 ± 10.85). This finding suggests that attentive listening is as important as active participation in the JC. Moreover, although students are well acquainted with the process of criticism when they are in their 3 rd year, there is certainly a scope for improvement in terms of the mean overall scores.

Similar results were obtained in a study conducted by Stern et al ., in which 62 students in the internal medicine program at the New England Medical Center were asked to respond to a questionnaire, evaluate a sample article, and complete a self-assessment of competence in evaluation of research. Twenty-eight residents returned the questionnaire and the composite score for the resident's objective assessment was not significantly correlated with the postgraduate year or self-assessed critical appraisal skill.[ 11 ]

Article criticism activity provides the students with practical experience of techniques taught in research methodology workshop. However, this should be supplemented with activities that assess the improvement of designing and presenting studies, such as protocol and paper writing. Thus, critical appraisal plays a significant role in reinforcing good research practices among the new generation of physicians. Moreover, critical appraisal is an integral part of PG assessment, and although the current format of conducting JCs did not portray a clinically meaningful improvement, the authors believe that it is important to continue this activity with certain modifications suggested by students who participated in this study. Students suggested that an increase in the frequency of critical appraisal activity accompanied by the display of active participation by peers and faculty could help in the betterment of this activity. This should be brought to attention of the faculty, as students seem to be interested to learn. Critical appraisal should be a two-way teaching–learning process between the students and faculty and not a dire need for satisfying the students' eligibility criteria for postgraduate university examinations. This activity is not only for the trainee doctors but also a part of the overall faculty development program.[ 12 ]

In the present era, JCs have been used as a tool to not only teach critical appraisal skills but also to teach other necessary aspects such as research design, medical statistics, clinical epidemiology, and clinical decision-making.[ 13 , 14 ] A study conducted by Khan in 2013 suggested that success of JC program can be ensured if institutes develop a defined JC objective for the development of learning capability of students and also if they cultivate more skilled faculties.[ 15 ] A good JC is believed to facilitate relevant, meaningful scientific discussion, and evaluation of the research updates that will eventually benefit the patient care.[ 12 ]

Although there is a lot of literature emphasizing the importance of JC, there is a lack of studies that have evaluated the outcome of such activity. One such study conducted by Ibrahim et al . assessed the importance of critical appraisal as an activity in surgical trainees in Nigeria. They reported that 92.42% trainees considered the activity to be important or very important and 48% trainees stated that the activity helped in improving literature search.[ 16 ]

This study is unique since it is the first of its kind to evaluate how well students are able to critically appraise a research paper. Moreover, the study has taken into consideration the due opinions of the students as well as faculties, unlike the previous literature which has laid emphasis on only student's perception. A limitation of this study is that sample size for faculties was smaller than the students, as it was not possible to convince the distant faculty in other cities to fill the survey. Besides, there may be a variation in the manner of conduct of the critical appraisal activity in pharmacology departments across the various medical colleges in the country. Another limitation of this study was that a single assessor graded a single student during one particular JC. Nevertheless, each student presented at multiple JC and thereby came across multiple assessors. Since the articles addressed at different JC were disparate, interobserver variability was not taken into account in this study. Furthermore, the authors did not make an a priori decision on the quantum of increase in scores that would be considered educationally meaningful.

Pharmacology students and teachers acknowledge the role of critical appraisal in improving the ability to understand the crucial concepts of research methodology and research conduct. In our institute, participation in the JC activity led to an improvement in the skill of critical appraisal of published research articles among the pharmacology postgraduate students. However, this improvement was not educationally relevant. The scores obtained by final-year postgraduate students in this activity were nearly 72% indicating that there is still scope of betterment in this skill.

Financial support and sponsorship

Conflicts of interest.

There are no conflicts of interest.

Acknowledgments

We would like to acknowledge the support rendered by the entire Department of Pharmacology and Therapeutics at Seth GS Medical College.

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How to Write a Summative Essay – Guide with Example

Published by Jamie Walker at March 18th, 2022 , Revised On October 9, 2023

Summative essays are formal assessments or tests developed to compare and evaluate students and assess their aptitude as compared to other students. Summative essays are used to test the results of learning and knowledge over time and are usually criterion-referenced.

A summative essay is a comprehensive piece of writing and will need quite a lot of class time to revise, complete, instruct, edit and draft. This is not a type of assignment that can be revised or improved by students after grading.

The complexity and length of the summative essay will vary depending upon the academic level of the students. Students must comprehend the style and purpose of the assignment to write an effective summative essay.

The summative essay is usually longer than 5 pages. One page comprises of introduction and the rest of the pages have arguments that support the topic. Like other essay types , it ends with a conclusion and a list of references.

Also read: How to write an academic essay

Types of Summative Writing

Different types of summative writing have unique requirements which must be carefully checked for comprehension before starting the summative assessment. Adequate time must be allocated for clearly comprehending the requirements of the summative writing, drafting, reading, editing, and revising before submitting it for checking or grading.

Here are the six key main types of summative essays

Information/Explanatory

This type of writing is a common choice in most social science curriculums. It is mainly the collection of the main points, key ideas, and domain-specific theocratic ideas taught inside of the unit plan.

Even though the opinions and persuasive arguments are sometimes used interchangeably, they are different from each other. An opinion simply requires you to state your thinking and back it up with facts and logic. Students in this type of writing are expected to show steady improvement throughout their degree programme, so their teachers could evaluate them for grading. Opinion writing is introduced to students in the 5th grade.

Argumentative

Argumentative type of writing needs the establishment and development of a claim made by the student in the introduction which is supported by the details containing resources and information in the main essay body . On the other hand, the opposing claim is used to present the exact opposite and contrasting point of view with supporting evidence.

Also read: How to write an argumentative essay

Compare & Contrast

This type of comparison writing attributes itself to the themes and backgrounds that have various aspects to them including individual personalities and specific geographic locations. The compare and contrast summative essays must be comprised of a set of attributes and qualities that the student can compare and contrast using text and research evidence. They do not ask the writer to prioritize one choice on the other, however, they do requires the writer to demonstrate comprehension of both and make a comparison.

The evaluative type of summative writing asks the writer to take a particular element, idea, or individual discussed during the unit and evaluate it using particular criteria. Students should take a stance on the theme and support it with text evidence and unit materials.

Theorising is a form of writing that gives answers to questions such as “What if?”. A theory is put forth on a particular theme that reflects reality or contrast to reality. The writer is expected to take an event, era or an individual.

Elements of a Good Summative Essay

If you want to write an effective summative essay, the following are the elements that you should consider:

Reliability: The writing delivers alike results throughout settings of classrooms, daily conditions and student groups.

Validity: The writing appropriately reflects what has been taught to students in the period of instruction.

Authenticity: The writing reflects a variety of skills related to the real world that are appropriate outside of the context of the classroom.

Variety: The essay reflects the usage of different words and views. Make sure to use different words and views to bring variety into the essay.

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Tips to Write an Effective Summative Essay

Here are some of the tips while writing a summative essay:

• Look for authentic academic material that is relevant to your essay topic
• Develop an outline before writing an essay.
• Make sure the essay is organised in the form of good paragraphs.
• Before starting the essay, make sure that you have some knowledge about the topic. Do some reading regarding the topic, before initiating the writing.
• Lastly, proofread the essay to avoid grammatical errors

Writing a good introduction: For a good start begin your essay with an introduction . It should briefly provide the general ideas presented in the original text. The introduction should involve the author’s name, some contextual information about the author and work title. While in the paragraphs of the main body write the ideas that you have chosen while reading.

Use the rubric: Rubrics aid in setting a certain standard for the performance of a class on an assignment or test. They outline the key requirements and criteria you will be evaluated against.

Relevant to real-world: When writing a summative essay make sure that you are making it relevant to the real world.

Frequently Asked Questions

How to write a summative essay.

To write a summative essay, start with a clear thesis statement, organize your points logically, support with evidence, and conclude by summarizing key ideas. Edit and proofread for clarity and coherence. Follow the required format and citation style for a polished final draft.

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Week 10: Summative Assignment: Critique of Research Article

by ella | Feb 29, 2024 | Uncategorized

  Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions W eek 10: Summative Assignment: Critique of Research Article A research critique demonstrates your ability to critically read an investigative study. For this assignment, choose a research article related to nursing or medicine to critique. Articles used for one assignment can’t be used for the other assignments (students should find new research articles for each assignment). The selected articles should be original research articles. Review articles, meta-analysis, meta-synthesis, and systemic review should not be used. Mixed-methods studies should not be used. Your critique should include the following: Research Problem/Purpose State the problem clearly as it is presented in the report. Have the investigators placed the study problem within the context of existing knowledge? Will the study solve a problem relevant to nursing? State the purpose of the research. Review of the Literature Identify the concepts explored in the literature review. Were the references current? If not, what do you think the reasons are? Theoretical Framework Are the theoretical concepts defined and related to the research? Does the research draw solely on nursing theory or does it draw on theory from other disciplines? Is a theoretical framework stated in this research piece? If not, suggest one that might be suitable for the study. Variables/Hypotheses/Questions/Assumptions What are the independent and dependent variables in this study? Are the operational definitions of the variables given? If so, are they concrete and measurable? Is the research question or the hypothesis stated? What is it? Methodology What type of design (quantitative, qualitative, and type) was used in this study? Was inductive or deductive reasoning used in this study? State the sample size and study population, sampling method, and study setting. Did the investigator choose a probability or non-probability sample? State the type of reliability and the validity of the measurement tools. Were ethical considerations addressed? Data Analysis What data analysis tool was used? How were the results presented in the study? Identify at least one (1) finding. Summary/Conclusions, Implications, and Recommendations What are the strengths and limitations of the study? In terms of the findings, can the researcher generalize to other populations? Explain. Evaluate the findings and conclusions as to their significance for nursing. The body of your paper should be 4–6 double-spaced pages plus a cover page and a reference page. The critique must be attached to the article and follow APA guidelines . RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT C ontent (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas ; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6 th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6 th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6 th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6 th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization;  and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6 th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6 th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6 th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6 th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER CLICK ON THE LINK HERE:  https://nectarstudies.com/orders/stud/new Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [ CLICK ME ] and Have It Done by Our PhD Qualified Writers!!

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Summative Assignment: Critique of Research Article

by ella | Apr 2, 2024 | Uncategorized

Week 10: Summative Assignment: Critique of Research Article

A research critique demonstrates your ability to critically read an investigative study. For this assignment, choose a research article related to nursing or medicine to critique.

• Articles used for one assignment can't be used for the other assignments (students should find new research articles for each assignment).
• The selected articles should be original research articles. Review articles, meta-analysis, meta-synthesis, and systemic review should not be used.
• Mixed-methods studies should not be used.

Your critique should include the following:

Research Problem/Purpose

• State the problem clearly as it is presented in the report.
• Have the investigators placed the study problem within the context of existing knowledge?
• Will the study solve a problem relevant to nursing?
• State the purpose of the research.

Review of the Literature

• Identify the concepts explored in the literature review.
• Were the references current? If not, what do you think the reasons are?

Theoretical Framework

• Are the theoretical concepts defined and related to the research?
• Does the research draw solely on nursing theory or does it draw on theory from other disciplines?
• Is a theoretical framework stated in this research piece?
• If not, suggest one that might be suitable for the study.

Variables/Hypotheses/Questions/Assumptions

• What are the independent and dependent variables in this study?
• Are the operational definitions of the variables given? If so, are they concrete and measurable?
• Is the research question or the hypothesis stated? What is it?

Methodology

• What type of design (quantitative, qualitative, and type) was used in this study?
• Was inductive or deductive reasoning used in this study?
• State the sample size and study population, sampling method, and study setting.
• Did the investigator choose a probability or non-probability sample?
• State the type of reliability and the validity of the measurement tools.
• Were ethical considerations addressed?

Data Analysis

• What data analysis tool was used?
• How were the results presented in the study?
• Identify at least one (1) finding.

Summary/Conclusions, Implications, and Recommendations

• What are the strengths and limitations of the study?
• In terms of the findings, can the researcher generalize to other populations? Explain.
• Evaluate the findings and conclusions as to their significance for nursing.

The body of your paper should be 4–6 double-spaced pages plus a cover page and a reference page. The critique must be attached to the article and follow APA guidelines.

Need APA Help?

Visit the Student Resources tab or the WCU Library tab at the top of this page.

Review the rubric for further information on how your assignment will be graded.

Points: 280

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Summative Assignment: Critique of Research Article

A research critique demonstrates your ability to critically read an investigative study. For this assignment, choose a research article related to nursing or medicine to critique.

Articles used for one assignment can\’t be used for the other assignments (students should find new research articles for each assignment). The selected articles should be original research articles. Review articles, meta-analysis, meta-synthesis, and systemic review should not be used. Mixed-methods studies should not be used.

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Your critique should include the following:

Research Problem/Purpose

State the problem clearly as it is presented in the report. Have the investigators placed the study problem within the context of existing knowledge? Will the study solve a problem relevant to nursing? State the purpose of the research. Review of the Literature

Identify the concepts explored in the literature review. Were the references current? If not, what do you think the reasons are? Theoretical Framework

Are the theoretical concepts defined and related to the research? Does the research draw solely on nursing theory or does it draw on theory from other disciplines? Is a theoretical framework stated in this research piece? If not, suggest one that might be suitable for the study. Variables/Hypotheses/Questions/Assumptions

What are the independent and dependent variables in this study? Are the operational definitions of the variables given? If so, are they concrete and measurable? Is the research question or the hypothesis stated? What is it? Methodology

What type of design (quantitative, qualitative, and type) was used in this study? Was inductive or deductive reasoning used in this study? State the sample size and study population, sampling method, and study setting. Did the investigator choose a probability or non-probability sample? State the type of reliability and the validity of the measurement tools. Were ethical considerations addressed? Data Analysis

What data analysis tool was used? How were the results presented in the study? Identify at least one (1) finding. Summary/Conclusions, Implications, and Recommendations

What are the strengths and limitations of the study? In terms of the findings, can the researcher generalize to other populations? Explain. Evaluate the findings and conclusions as to their significance for nursing. The body of your paper should be 4–6 double-spaced pages plus a cover page and a reference page. The critique must be attached to the article and follow APA guidelines.

SAMPLE SOLUTION

Research Problem/ Purpose The selected article for the critical analysis is by Gillani, Sulaiman, Abdul and Saad, (2017). The research was performed on the premise that cases of diabetes continues to increase in the world according to the International Diabetes Federation which noted a 105% increase in the number of | GET AN EXPERT FOR YOUR ASSIGNMENT / cases is against the premise that the condition can be avoided through self-monitoring practices, being aware of dietary requirements and adherence to physical exercising programs. The researchers therefore sought to explore some of the self-monitoring practices, the awareness to modifications to diets and barriers to adherence to medication especially among the physically disabled patients that | GET AN EXPERT FOR YOUR ASSIGNMENT / on a hypothesis that physically disabled patients have challenges adhering to practices that can help reduce the spread of type 2 diabetes. The authors also contended that the choice of type 2 diabetes was because it is a common form of diabetes with more than 88 million Americans said to be living with the condition…

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Create Authentic Summative Assignments Online

Summative assessments ask students to demonstrate their mastery of course concepts and skills; they include term papers, class presentations, portfolios, final projects and high-stakes exams. They are completed at key points in a course (e.g. the end of a unit, mid-term, end), formally graded, and used to give the student a final grade in the course.

If planned effectively, formative and summative assessments can be used in conjunction to provide students with a chance to learn, grow and demonstrate their competencies gained throughout the course. It is critical that the summative assessment clearly relates to content covered in the course and assesses the attainment of established learning objectives.

Best practices in summative assessment

The following best practice principles can guide instructor strategies for developing and implementing authentic assignments (Nicol and Macfarlane-Dick, 2006; Yale, 2017).

Click each title to learn more about them.

• Encourage freedom and flexibility for students to express their knowledge and skill mastery creatively and in ways that honor how they constructed meaning 
• Provide multiple options for students to demonstrate their development in skills and knowledge in the course
• Ensure that parameters (e.g., length of assessment, depth of response, time and date, grading standards) are well defined 
• Confirm that students with disabilities are provided with the supports they need
• Use a rubric to lay out and describe performance criteria for a range of grades See Brown University’s guide for Designing Grading Rubrics
• Clearly articulate what an ideal summative assignment looks like, when assigning it—or even at the start of the term, so students know what they’re working toward
• Provide examples of a high-quality assignment ( where possible , previous student work, something you create, etc.)
• Develop summative assessments that provide an opportunity for students to consider the totality of a unit’s or the course’s content—to make broad connections, demonstrate synthesized skills, and explore deeper concepts
• Aim to ensure that project/essay/open-response questions use clear language in regard to expectations 
• Follow recommended guidelines for designing effective multiple-choice questions
• Aim to provide feedback on students’ work as quickly as possible (depending on length of assignment, within 2-15 days!) Timely feedback helps students develop their learning and increase learner engagement
• Use technology to your advantage—a short video or audio recording can be quicker and more helpful than writing out comments 
• Read more on Providing Feedback to Students Online
• Create assignments that ask students to ‘do’ or ‘think’ like a person who works in the field (e.g. a case study, presentation, research article, etc.) 
• Require students to use technology tools as they are used in real life, as opposed to for the sake of a project 

Apply to your course: Resources & Tools 

Higher-order thinking sats (summative assessment techniques).

There are a number of ways to assess students’ development of new skills and mastery of course content besides a traditional exam—an assessment technique that is problematic and challenging, especially in online courses. The creative approaches highlighted below require the use of the higher order thinking skills that summative assessments are meant to assess (unlike a multiple-choice/short-answer test). The variety—especially if students are given options—also align with UDL principles .

The table below outlines summative assessment techniques along with the tools.

Brown University. Designing Grading Rubrics .

Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., & Molloy, E. (2019). What makes for effective feedback: Staff and student perspectives .  Assessment & Evaluation in Higher Education , 44 (1), 25-36.

Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement theory. San Francisco: WestEd 

Yale Poorvu Center for Teaching and Learning. Designing Quality Multiple Choice Questions .

Yale Poorvu Center for Teaching and Learning. (2017) Formative and Summative Assessments .

How to cite this page:

UMass Amherst IDEAS Team. (2024, March). Provide effective feedback on students' learning process . https://www.umass.edu/ideas/create-authentic-summative-assignments-online

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Summative Assignment: Critique Of Research Article

Week 10: summative assignment: critique of research article.

A research critique demonstrates your ability to critically read an investigative study. For this assignment, choose a research article related to nursing or medicine to critique.

• Articles used for one assignment can’t be used for the other assignments (students should find new research articles for each assignment).
• The selected articles should be original research articles. Review articles, meta-analysis, meta-synthesis, and systemic review should not be used.
• Mixed-methods studies should not be used.

Your critique should include the following:

Research Problem/Purpose

• State the problem clearly as it is presented in the report.
• Have the investigators placed the study problem within the context of existing knowledge?
• Will the study solve a problem relevant to nursing?
• State the purpose of the research.

Review of the Literature

• Identify the concepts explored in the literature review.
• Were the references current? If not, what do you think the reasons are?

Theoretical Framework

• Are the theoretical concepts defined and related to the research?
• Does the research draw solely on nursing theory or does it draw on theory from other disciplines?
• Is a theoretical framework stated in this research piece?
• If not, suggest one that might be suitable for the study.

Variables/Hypotheses/Questions/Assumptions

• What are the independent and dependent variables in this study?
• Are the operational definitions of the variables given? If so, are they concrete and measurable?
• Is the research question or the hypothesis stated? What is it?

Methodology

• What type of design (quantitative, qualitative, and type) was used in this study?
• Was inductive or deductive reasoning used in this study?
• State the sample size and study population, sampling method, and study setting.
• Did the investigator choose a probability or non-probability sample?
• State the type of reliability and the validity of the measurement tools.
• Were ethical considerations addressed?

Data Analysis

• What data analysis tool was used?
• How were the results presented in the study?
• Identify at least one (1) finding.

Summary/Conclusions, Implications, and Recommendations

• What are the strengths and limitations of the study?
• In terms of the findings, can the researcher generalize to other populations? Explain.
• Evaluate the findings and conclusions as to their significance for nursing.

The body of your paper should be 4–6 double-spaced pages plus a cover page and a reference page. The critique must be attached to the article and follow APA guidelines.

Need APA Help?

Visit the  Student Resources  tab or the  WCU Library  tab at the top of this page.

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Summative Assignment: Critique of Research Article

A research critique demonstrates your ability to critically read an investigative study. For this assignment, choose a research article related to nursing or medicine to critique. The assignment instructions/rubric, guidelines to help write the paper, and the research article are attached. Summative Assignment: Critique of Research Article

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1. A research critique demonstrates your ability to critically read an investigative study. For this assignment, choose a research article related to nursing or medicine to critique.

· Articles used for one assignment can’t be used for the other assignments (students should find new research articles for each assignment).

· The selected articles should be original research articles. Review articles, meta-analysis, meta-synthesis, and systemic review should not be used.

· Mixed-methods studies should not be used.

Your critique should include the following:

Research Problem/Purpose

· State the problem clearly as it is presented in the report.

· Have the investigators placed the study problem within the context of existing knowledge?

· Will the study solve a problem relevant to nursing?

· State the purpose of the research.

Review of the Literature

· Identify the concepts explored in the literature review.

· Were the references current? If not, what do you think the reasons are?

Theoretical Framework

· Are the theoretical concepts defined and related to the research?

· Does the research draw solely on nursing theory or does it draw on theory from other disciplines?

· Is a theoretical framework stated in this research piece?

· If not, suggest one that might be suitable for the study.

Variables/Hypotheses/Questions/Assumptions

· What are the independent and dependent variables in this study?

· Are the operational definitions of the variables given? If so, are they concrete and measurable?

· Is the research question or the hypothesis stated? What is it?

Methodology

· What type of design (quantitative, qualitative, and type) was used in this study?

· Was inductive or deductive reasoning used in this study?

· State the sample size and study population, sampling method, and study setting.

· Did the investigator choose a probability or non-probability sample?

· State the type of reliability and the validity of the measurement tools.

· Were ethical considerations addressed?

Data Analysis

· What data analysis tool was used?

· How were the results presented in the study?

· Identify at least one (1) finding.

Summary/Conclusions, Implications, and Recommendations

· What are the strengths and limitations of the study?

· In terms of the findings, can the researcher generalize to other populations? Explain.

· Evaluate the findings and conclusions as to their significance for nursing.

The body of your paper should be 4–6 double-spaced pages plus a cover page and a reference page. The critique must be attached to the article and follow APA guidelines.

Need APA Help?

Visit the  Student Resources  tab or the  WCU Library  tab at the top of this page.

2. By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the  Blackboard Privacy Policy ; (2) that your institution may use your paper in accordance with your institution’s policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates.

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4. I certify the attached paper is my original work and that I acknowledge the institution’s Academic Honor Code and plagiarism statement located  here .

Guidelines for Critiquing a Research Report

Use these guidelines to critique your selected research article. You do not need to address all the questions indicated in this guideline, include only the questions that apply. Summative Assignment: Critique of Research Article

Remember a critique is purposed to identify strengths and weaknesses of a research study as reported.

Prepare your report as a Paper with appropriate headings and use APA format. See the web link:  http://www.apastyle.org/  You may also want to consider tutor.com for optimum results in writing and APA

Paper is to be no more than 6 pages in length, including the cover and reference pages

When you submit your paper, please also include the full article as a separate file/upload

Problem Statement/Purpose

What is the problem/and or purpose of the research study?

Does the problem or purpose statement reflect a relationship between two or more variables? If so, what is the relationship? Are the variables testable?

Does the problem statement and/or purpose specify the nature of the population being studied? What is it?

What significance of the problem, if any, has the researcher identified? Is it relevant to nursing and if so, explain?

Review of Literature and Theoretical Framework

What concepts are included in the review? Please note especially those concepts that are the dependent and independent variables and how they are conceptually defined

Does the literature review make the relationships among the variables explicit or place the variables within a theoretical or conceptual framework? What are the relationships?

What gaps or conflicts in knowledge of the problem are identified?

Are the references cited by the author mostly primary or secondary sources? Give an example of each.

What are the operational definitions of the independent and dependent variables? Do they reflect the conceptual definitions?

Hypotheses or Research Questions

What hypothesis (quantitative) or research questions (quantitative and qualitative) are stated in the study?

If research questions are stated, are they used in addition to hypotheses or to guide an exploratory study?

What are the independent and dependent variables in the statement of each hypothesis or research question?

If hypotheses are stated, is the form of the statement statistical (also called null) or research?

What is the direction of the relationship in each hypothesis, as indicated?

Are the hypotheses testable?

How was the sample selected?

What type of sampling method was used? Is it appropriate to the design?

Does the sample reflect the population as identified in the problem or purpose statement? Is the sample size appropriate? To what population may the findings be generalized? What are the limitations in generalizability?

Research Design

What type of design is used?

Does the design seem to flow from the proposed research problem, theoretical framework, literature review and hypothesis?

What type (s) of data collection method(s) is/are used in the study?

Are the data collection procedures similar for all subjects?

How have the rights of subjects been protected?

What indications are given that informed consent of the subjects has been ensured?

Instruments

Physiologic measurement: Is a rationale given for why a particular instrument or method was selected? If so, what is it? What provision is made for maintaining the accuracy of the instrument and its use, if any?

Observational methods: Who did the observing? How were the observers trained to minimize bias? Was there an observational guide? Were the observers required to make inferences about what they saw? Is there any reason to believe that the presence of the observers affects the behavior of the subjects?

Interviews: Who were the interviewers? How were they trained to minimize bias? Is there evidence of any interview bias? If so, what was it?

Questionnaires: What is the type or format of the questionnaire(s): e.g. Likert, open-ended? Is it or are they consistent with the conceptual definition(s)? Summative Assignment: Critique of Research Article

Available data and records: Are the records that were used appropriate to the problem being studied? Are the data being used to describe the sample or to test the hypothesis?

What type of reliability is reported for each instrument?

What level of reliability is reported for each instrument?

What type of validity is reported for each instrument?

Does the validity of each instrument seem adequate? Why?

Analysis of Data

What level of measurement is used to measure the variables?

What descriptive or inferential statistics are reported?

Were these inferential or descriptive statistics appropriate to the level of measurement for each variable?

Are the inferential statistics used appropriate to the intent of the hypothesis?

Does the author report the level of significance set for the study? If so, what is it?

If tables or figures are used, do they meet the following standards: they supplement and economize the text, they have precise headings and titles, they do not repeat the text?

Conclusions, Implications, Recommendations, and Utilization for Nursing Practice

If hypothesis testing was done, was/were they hypotheses supported or not supported? Are the results interpreted in the context of the problem/purpose, hypothesis, and theoretical framework/literature reviewed?

What relevance for nursing practice does the researcher identify, if any?

What generalizations are made?

Are the generalizations within the scope of the findings or beyond the findings?

What recommendations for future research are stated or implied?

Are there other studies with similar findings?

What risks/benefits are involved for patients if the research findings would be used in practice?

Is direct application of the research findings feasible in terms of time, effort, money, and legal/ethical risks?

How and under what circumstances are the findings applicable to nursing practice?

Should these results be applied to nursing practice? Why?

Would it be possible to replicate this study in another clinical practice setting? specify

With appropriate credit to:

Tzeng, H-M., Duffy, S.A., Low, L. K. (2008). Major Content Sections of a Research Report and Related Critiquing Guidelines. Retrieved  https://open.umich.edu  License link: http://creativecommons.org/licenses/by/3.o

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Summative Assignment: Critique of Research Article

User Generated

zvyntebfinyvragr

Health Medical

Miami Dade College

Description

choose a research article related to nursing or medicine to critique.

• Articles used for one assignment can't be used for the other assignments ( students should find new research articles for each assignment ).
• The selected articles should be original research articles. Review articles, meta-analysis, meta-synthesis, and systemic review should not be used.
• Mixed-methods studies should not be used.

Your critique should include the following:

Research Problem/Purpose

• State the problem clearly as it is presented in the report.
• Have the investigators placed the study problem within the context of existing knowledge?
• Will the study solve a problem relevant to nursing?
• State the purpose of the research.

Review of the Literature

• Identify the concepts explored in the literature review.
• Were the references current? If not, what do you think the reasons are?

Theoretical Framework

• Are the theoretical concepts defined and related to the research?
• Does the research draw solely on nursing theory or does it draw on theory from other disciplines?
• Is a theoretical framework stated in this research piece?
• If not, suggest one that might be suitable for the study.

Variables/Hypotheses/Questions/Assumptions

• What are the independent and dependent variables in this study?
• Are the operational definitions of the variables given? If so, are they concrete and measurable?
• Is the research question or the hypothesis stated? What is it?

Methodology

• What type of design (quantitative, qualitative, and type) was used in this study?
• Was inductive or deductive reasoning used in this study?
• State the sample size and study population, sampling method, and study setting.
• Did the investigator choose a probability or non-probability sample?
• State the type of reliability and the validity of the measurement tools.
• Were ethical considerations addressed?

Data Analysis

• What data analysis tool was used?
• How were the results presented in the study?
• Identify at least one (1) finding.

Summary/Conclusions, Implications, and Recommendations

• What are the strengths and limitations of the study?
• In terms of the findings, can the researcher generalize to other populations? Explain.
• Evaluate the findings and conclusions as to their significance for nursing. 

Explanation & Answer

Attached. Running head: ARTICLE CRITIQUE 1 Critique of Research Article Student’s Name Institutional Affiliation ARTICLE CRITIQUE 2 Critique of Research Article The main goal of this assignment is to critically read and understand an investigative study. The article selected was “Nursing Patient-Centeredness Improves African-American Female Medicare Patients’ Experience-of-Care” by Aragon et al. (2018). The research article addresses the question of patient-centeredness and how it affects patient experience-of-care. Improving patients’ experience-of-care is a nationwide agenda that involves nurses, physicians, and all health practitioners. The national healthcare policy now urges patientcentered care as a way to achieve improved patients’ experience-of-care. The federal government has implemented measures focused on patient-centeredness in Centers for Medicare & Medicaid Services (CMS) with the view of enhancing the experience-of-care for patients. Several medical institutions have touted patient-centeredness is essential in providing better experience-of-care to patients (Aragon et al., 2018). There is however a need to establish whether patient-centeredness yields the expected patient experience to the vulnerable populations. As such, the purpose of the study was to determine how nursing patient-centeredness affects the experience-of-care for African American female Medicare hospital inpatients, their rating of care, and their likelihood of recommending the hospital (Aragon et al., 2018). This study is relevant to the nursing practice because it evaluates the effect of nursing patient-centered on a particular population...

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Summative Assignment: Critique of Research Article

A research critique demonstrates your ability to critically read an investigative study. For this assignment, choose a research article related to nursing or medicine to critique. The assignment instructions/rubric, guidelines to help write the paper, and the research article are attached. 

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Summative Assignment: Critique of Research Article

• Similar Questions

A research critique demonstrates your ability to critically read an investigative study. For this assignment, choose a research article related to nursing.

• Articles used for this assignment cannot be used for the other assignments (students should find new research articles for each new assignment).
• The selected articles should be original research articles. Review articles, concept analysis, meta-analysis, meta-synthesis, integrative review, and systemic review should not be used.
• Mixed-methods studies should not be used.
• Dissertations should not be used.

Your critique should include the following:

Research Problem/Purpose

• State the problem clearly as it is presented in the report.
• Have the investigators placed the study problem within the context of existing knowledge?
• Will the study solve a problem relevant to nursing?
• State the purpose of the research.

Review of the Literature

• Identify the concepts explored in the literature review.
• Were the references current? If not, what do you think the reasons are?
• Was there evidence of reflexivity in the design (qualitative)? 

Theoretical Framework

• Are the theoretical concepts defined and related to the research?
• Does the research draw solely on nursing theory or does it draw on theory from other disciplines?
• Is a theoretical framework stated in this research piece?
• If not, suggest one that might be suitable for the study.

Variables/Hypotheses/Questions/Assumptions (Quantitative)

• What are the independent and dependent variables in this study?
• Are the operational definitions of the variables given? If so, are they concrete and measurable?
• Is the research question or the hypothesis stated? What is it?

Conceptual Underpinnings, Research Questions (Qualitative)

• Are key concepts defined conceptually?
• Is the philoosoophical basis, underlying tradition, conoceptual framework, or ideological orientation made explicit and is it appropriate for the problem?
• Are research questions explicitly stated? Are the questions consistent with the study's philosophical basis, underlying tradition, conceptual framework, or ideological orientation?

Methodology

• What type of design (quantitative, qualitative, and type) was used in this study?
• Was inductive or deductive reasoning used in this study?
• State the sample size and study population, sampling method, and study setting.
• Did the investigator choose a probability or non-probability sample?
• State the type of reliability and the validity of the measurement tools ( quantitative only )

Qualitative studies (answer the following questions in addition to those above except the last bulleted item)

• Were the methods of gathering data appropriate?
• Were data gathered through two or more methods to achieve triangulation?
• Did the researcher ask the right questions or make the right observations and were they recorded in an appropriate fashion?
• Was a sufficient amount of data gathered?
• Was the data of sufficient depth and richness?

Were ethical considerations addressed? Were appropriate procedures used to safeguard the rights of study participants?

Data Analysis

• What data analysis tool was used?
• Was saturation achieved? (qualitative)
• How were the results presented in the study?
• Were the data management (e.g., coding) and data analysis methods sufficiently described? (qualitative)
• Identify at least one (1) finding.

Summary/Conclusions, Implications, and Recommendations

• Do the themes adequately capture the meaning of the data?
• Did the analysis yield an insightful, provocative and meaningful picture of the phenomenon under investigation?
• Were methods used to enhance the trustworthiness of the data (and analysis) and was the description of those methods adequate?
• Are there clear explanation of the boundaries/limitations, thick description, audit trail?
• What are the strengths and limitations of the study?
• In terms of the findings, can the researcher generalize to other populations? Explain.
• Evaluate the findings and conclusions as to their significance for nursing (both qualitative and quantitative).

(  Pay close attention to the questions that pertain to your type of study chosen to critique. Only one study is critiqued; you choose, either quantitative OR qualitative original nursing research studies (no mixed studies, no literature reviews, no dissertations), published within the last 5 years. If you forget what a term means, consult the glossary of your textbook and consult the index of your textbook to help you determine whether the finding is a strength or weakness/limitation.  If you have any questions, you may also contact me for clarification.  I also recommend verification of research report articles to be certain you have an appropriate study.  The Librarian or I can verify it is a study that is original or primary single nursing research.  For a video on searching : Searching EBSCO Host ). 

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Week 8 summative assignment: critique of Research Article

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• Published: 04 July 2024

The application of blended teaching in medical practical course of clinical skills training

• Zhicheng He 1 ,
• Qiang Wang 1 ,
• Qingming Wu 1 &
• Lili Lu 1  

BMC Medical Education volume  24 , Article number:  724 ( 2024 ) Cite this article

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Metrics details

Blended teaching is an effective approach that combines online and offline teaching methods, leading to improved outcomes in medical education compared to traditional offline teaching. In this study, we examined the impact of blended teaching in clinical skills training, a medical practice course.

This study involved forty-eight undergraduate students studying clinical medicine in the fifth semester at Wuhan University of Science and Technology. The students were divided into two groups: the control group, which received traditional offline teaching, and the experimental group, which received hybrid teaching. Following the completion of the 4-month course, both groups underwent the Objective Structured Clinical Examination (OSCE) to evaluate their proficiency in clinical skills. Furthermore, the experimental group was given a separate questionnaire to gauge their feedback on the Blended Teaching approach.

Based on the OSCE scores, the experimental group outperformed the control group significantly ( P <0.05). The questionnaire results indicated that a majority of students (54.2%, 3.71 ± 1.06) believed that blended teaching is superior to traditional offline teaching, and a significant number of students (58.3%, 3.79 ± 1.15) expressed their willingness to adopt blended teaching in other courses. Furthermore, students in the experimental group displayed varying levels of interest in different teaching contents, with emergency medicine (79.2%), internal medicine (70.8%), and surgery (66.7%) being the most popular among them.

Conclusions

This research demonstrates for the first time that blended teaching can achieve a good pedagogical effectiveness in the medical practice course, clinical skills training and practice. Moreover, in different teaching contents, the teaching effects are different. In the content of Emergency Medicine and Surgery, which is more attractive to students, the application of blended teaching could result in a better pedagogical outcome than other contents.

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Introduction

The education system for clinical medicine students in China primarily follows the “5 + 3” model, with some variations such as the 8-year program. In the “5 + 3” model, students undergo a five-year undergraduate program to get a bachelor degree and then followed by three-year standardized residency training [ 1 ]. Undergraduate education can be divided into three parts: theoretical learning, apprenticeships, and internships. At Wuhan University of Science and Technology (WUST), the undergraduate clinical medical education program follows a unique 2.5 + 2.5 model. In this model, the first 2.5 years are dedicated to studying general courses and basic medical courses at the university. The subsequent 2.5 years are then devoted to completing clinical courses and clinical internships in affiliated hospitals.

In the career of clinical medical students, the acquisition of clinical skills is crucial for demonstrating competence in clinical practice. Before the internship stage, medical students are typically expected to master fundamental clinical skills such as physical examination, cardiopulmonary resuscitation (CPR), major puncture operations, and basic surgical operations. These skills will play an essential role in their future careers. For instance, proficient physical examinations can expedite the treatment process for patients with acute and serious illnesses, as well as guide doctors in conducting other necessary examinations promptly. This not only reduces the financial burden on patients but also improves the allocation of medical resources [ 2 ]. Additionally, regardless of the department they work in, it is imperative for medical students to master CPR and be able to apply it in emergencies [ 3 ]. According to this requirement, WUST has introduced the course “Clinical Skills Training and Practice” in the fifth semester to cultivate students’ basic clinical skills before they enter the affiliated hospitals.

With the rapid development of information technology, the traditional offline medical teaching mode alone is no longer sufficient to meet the evolving needs of medical education in this era. Initially, online medical education was primarily limited to recording and broadcasting courses, often spread through tapes and CDs. This traditional model, however, only catered to basic teaching needs with limited interactivity and feedback. The emergence of internet technologies has paved the way for innovative teaching methods such as online instruction and virtual simulations to gain popularity. These advancements have made teachers more engaging to students and facilitated increased feedback [ 4 , 5 ]. Moreover, the research on the utilization of ChatGPT in medical education reminds us that the evolution of medical education will progress alongside advancements in science and technology [ 6 ]. Changes in educational methods are influenced not only by technological advancements but also by shifts in students’ intrinsic needs. In today’s information-rich environment, traditional teaching methods centered around knowledge transfer alone fall short in meeting students’ requirements. The progress in technology has expanded the possibilities for educational approaches, including the flipped classroom model, project-based learning, and differentiated instruction. These innovations enable educators to focus on enhancing students’ learning experiences, increasing their interest and engagement, catering to their diverse and personalized learning preferences, and ensuring fair and inclusive access to education for a broader audience.

Traditional clinical skills training typically involves a structured presentation by the teacher, followed by the student’s practice under supervision [ 7 ]. However, the COVID-19 pandemic has boosted the development of online courses, such as ‘Clinical Skills Training and Practice’ in WUST. Multiple studies demonstrate that online medical education during this period has yielded unexpected advancements and potential [ 8 , 9 , 10 ]. In the past three years, WUST’s online “Clinical Skills Training and Practice” course has demonstrated promising results in improving pedagogical effectiveness. This prompts us to consider whether blending online education with traditional offline teaching (TOT) could be a better option. Blended teaching (BT), which combines online and offline methods, has been used in medical education since 1990 [ 11 , 12 ]. A meta-analysis comparing BT and TOT in medical education indicates that BT has superior pedagogical effectiveness [ 13 ].

During the transition from being a medical student to becoming a doctor, students need to take medical practice courses to enhance their understanding and application of theoretical knowledge [ 14 ]. Among these courses, clinical skills training is particularly challenging and crucial due to its practical nature. While there has been limited research on the use of BT in clinical skills training.

This study, conducted at the Clinical Skills Training Center of Wuhan University of Science and Technology, aims to investigate the effectiveness of BT in clinical skills training. The participants of this study were undergraduate students majoring in clinical medicine in their fifth semester. The researchers implemented either BT or TOT in their ‘Clinical Skills Training and Practice’ course. The teaching effectiveness was evaluated using Objective Structured Clinical Examination (OSCE) scores and questionnaires. It is hypothesized that students who receive BT will achieve higher OSCE scores and report a more positive teaching experience and effectiveness in the questionnaire.

The study utilized a prospective randomized controlled design and received approval from the Ethics Committee of Wuhan University of Science and Technology (Dossier number 2022151). Sample size was computed with the aim of 0.85 power value, predicated on an effect size of 0.9 and a margin of error set at 0.05. A minimum of 19 participants per group was calculated using PASS 15, resulting in the recruitment of a total of 38 undergraduate students. To address the potential issue of sample dropout during project implementation, the sample size was increased to 48 students. 48 students were recruited based on predefined inclusion criteria from the total 248 third-year undergraduate students from the Department of Clinical Medicine at WUST. The inclusion criteria included: (1) proficient communication and comprehension skills, (2) consistent attendance without absenteeism or truancy, and (3) a positive attitude toward learning. Exclusion criteria comprised: (1) refusal to participate, (2) class absence, (3) failure to complete the final test, and (4) incomplete questionnaire responses. The study emphasized voluntary participation, allowing participants to withdraw at any time without providing a reason. We employed a random digital method to create a set of identification numbers, which were subsequently placed in a box and shuffled. Participants then selected codes from the box to determine their assignment to either the experimental Group A ( n  = 24) or the control Group B ( n  = 24). The random allocation sequence was generated using IBM SPSS Statistics 27. The study was conducted from September 2022 to December 2022. Prior to the commencement of the study, none of the participants had undergone any clinical skills training.

Study design

According to the WUST clinical medicine cultivation program, the course “Clinical Skills Training and Practice” is conducted in the fifth semester. Both groups of students followed the same syllabus and were taught and assessed by the same teaching team. The objectives of this course include gaining theoretical knowledge of various clinical operations and achieving proficiency in performing CPR, the four major puncture operations (thoracentesis, lumbar, myelopuncture, and peritoneal puncture), physical examination, and basic surgical operations (Disinfect & Draping, Donning & Taking off Surgical Gowns, and Incision & Suturing). All faculty members involved in this course are part of the Department of Clinical Medicine, holding both medical practitioner and teaching certificates, and possessing extensive teaching skills and clinical experience. Offline lessons took place at WUST’s Clinical Skills Training Center. The designated textbook for this course is ‘Clinical Skills Training and Practice’ [ 15 ]. The course consists of 144 periods and lasts approximately 4 months.

Interventions

Group A utilized the online course called “Clinical Skills Training and Practice” available on the University Open Online Courses (UOOC) [ 16 ]. The course is divided into five clinical modules: internal medicine, surgery, gynecology, pediatrics, and emergency medicine. Each module consists of theoretical lecture videos, standardized operation demonstration videos, PPT resources, as well as supporting exercises and tests. The course platform also provides a discussion and exchange board for teachers and students to interact and discuss topics online. The online teaching component constitutes 25% of the total class hours (Fig.  1 ).

Before each offline class, the teacher publishes the teaching content on the platform. Students access the platform using electronic devices and independently learn the relevant material. Through platform data, teachers can monitor and adjust the offline teaching content based on students’ progress. For skills that students have mastered well, teachers will primarily guide students to practice independently during offline teaching. For skills with weak mastery data, teachers will initially emphasize the key points of skill operation and provide demonstrations during offline teaching. The approach of targeting weak areas will be more focused, avoiding redundant explanations of basic content, and offering students more chances for self-practice. Instead of traditional lectures and demonstrations, teachers guide students in practical exercises during offline classes and enhance learning through formative evaluations such as group evaluations and teacher feedback (Fig.  2 ). After the offline classes, students return to the online platform to complete tests and assignments for each chapter, reinforcing their understanding of the acquired skills. If students encounter any difficulties, they can communicate with the teacher through the online course platform’s discussion area, ensuring timely teacher-student communication. Additionally, the course team teachers utilize the discussion area of the online platform to provide high-level clinical thinking training content, such as case analysis, to cater to the individualized learning needs of students at higher levels. The specific teaching process is depicted in Fig.  1 .

Group B students adopt the TOT model, which includes theoretical teaching and demonstration conducted by the teacher (25% of class time) followed by practical exercises by the students (75% of class time) (Fig.  1 ). Additionally, student mutual evaluation and teacher comments are used to conduct formative evaluation of students’ learning effects (Fig.  2 ).

Data collection

After the course, both groups of students underwent offline OSCE assessments at the WUST Clinical Skills Training Center. These assessments were conducted by the same group of examiners. The OSCE assessment consisted of 6 examination stations, namely: physical examination, cardiopulmonary resuscitation, four major puncture operations, donning & taking off surgical gowns, disinfection & draping, and incision & suturing (Fig.  1 ).

We designed a questionnaire for students in Group A who adopted BT. We used Alpha to calculate intra-group consistency and reliability. The alpha value of the BT questionnaire in Group A is 0.941, indicating that the questionnaire meets the required reliability. After the OSCE, the teacher distributed an anonymous questionnaire to the students in Group A (Fig.  1 ). The questionnaire included two basic pieces of information about the subjects’ age and gender, 11 scale questions, 1 multiple-choice question, and 1 open-ended question. The question design is based on a Likert scale (the scale ranges from 1 to 5, indicating the degree from strongly disagree to strongly agree). We considered a score ≥ 4 as an agreement.

The primary outcome of this study was to evaluate the scores of OSCE at the end of the course for both groups of students. Additionally, the results of the questionnaire were considered as a secondary outcome.

An overview of the course design: From 248 fifth-semester clinical medicine students, 48 students were randomly selected and divided into Group A and Group B. Group A adopted BT, and Group B adopted TOT. After 4 months of teaching, both of the two groups took OSCE but only Group A took the questionnaire

BT: Blended Teaching; TOT: Traditional Offline Teaching

The formative assessment of Group A and Group B

Statistical analyses

We used the Mac 2019 version of Microsoft Excel to collect all the OSCE score data and the BT questionnaire data. IBM SPSS Statistics 27 was used to test the normality and homogeneity of variance between groups A and B. Continuous variables with normal distribution were presented as mean ± standard deviation (SD); non-normal variables were reported as median (interquartile range). Suppose the data matched the normal distribution the independent samples t-test was used, if not the Mann-Whitney U-test was used. Frequency analysis was conducted to analyze the rate of students’ agreement with each question in the BT questionnaire as reflected in the count data and expressed as a percentage (%). P  < 0.050 determined that it was statistically significant.

Participants’ demographic data

The demographic data of Groups A and B are presented in Table  1 . This study comprised a total of 48 students, with 24 students in Group A and 24 students in Group B. The average age of the students in Group A was 20.08 ± 0.65, while in Group B it was 21.33 ± 0.92. The male/female ratio in Group A was 9/15 and in Group B was 12/12.

Results of OSCE

As demonstrated in Table  2 , the normality of the data was assessed using the Shapiro-Wilk Test. It is important to highlight that the P  value for group A in the total score item is less than 0.05, indicating a lack of normal distribution characteristics. Notably, in studies with small sample sizes ( n  < 50), meeting the criteria for data normality might be challenging. However, if the absolute value of Skewness is below 10 and the absolute value of Kurtosis is below 3, it is acceptable to proceed with corresponding statistical analyses as if the data is normality. Subsequently, based on the outcomes of the data analysis, appropriate statistical methods are applied to different types of data. The OSCE scores are shown in Table  3 . Significant differences were observed in various skills between Group A and Group B. These skills include cardiopulmonary resuscitation (92.50(4.00) vs. 86.00(3.50), P  < 0.050), physical examination (90.04 ± 3.09 vs. 63.83 ± 7.03, P  < 0.050), four major puncture operations (77.21 ± 8.99 vs. 71.17 ± 6.42, P  < 0.050), disinfection & draping (82.79 ± 4.03 vs. 61.42 ± 12.48, P  < 0.050), donning & taking off surgical gowns (84.00(5.75) vs. 78.00(9.00), P  < 0.050), incision & suturing (68.42 ± 5.26 vs. 62.79 ± 8.30, P  < 0.050) and total score (82.13 ± 3.36 vs. 70.00 ± 5.77, P  < 0.050). These results indicate that Group A achieved higher average scores than Group B in all evaluated items at the significance level of 0.05.

Perspectives survey about online and offline blended teaching mode

Table  4 presents the experiences and opinions of students in Group A regarding BT. The questionnaire was designed with questions categorized into four dimensions: course experience, learning effect, teaching evaluation, and overall evaluation. By analyzing the responses to questions 1–4, we can assess the impact of students’ course experience. Among the students who adopted BT, a higher number of students reported an improved course experience. Specifically, the model aided in understanding the theoretical knowledge of clinical skill operations (70.8%, 4.04 ± 1.10) and facilitated faster independent learning of these operations (70.8%, 4.04 ± 1.17). Additionally, it promoted the speed of mastering skills (66.6%, 3.92 ± 1.22) without significantly increasing the learning burden, as observed under good teaching effects (70.8%, 2.79 ± 1.15). Questions 5–7 aimed to assess student learning effectiveness. The majority of students expressed that BT helped prepare for OSCE exams (66.7%, 3.83 ± 1.18), promoting self-directed learning that is not bound by time and space (62.5%, 3.83 ± 1.14), and increasing their interest in the learning process (58.3%, 3.79 ± 1.08). Students’ evaluation of teaching under BT can be assessed using questions 8–9. The majority of students expressed that both online instruction (62.5%, 3.75 ± 1.13) and offline instruction (70.9%, 3.96 ± 1.14) in BT were effective in achieving the desired outcomes and objectives. The students’ overall assessment of BT is reflected in questions 10–11. More than half of the students (54.2%, 3.71 ± 1.06) felt that BT was better than TOT, and a higher proportion of the students (58.3%, 3.79 ± 1.15) expressed their willingness to implement BT into other medical skills training. Furthermore, question 12 revealed the students’ interest in each part of the teaching content, indicating that emergency medicine (79.2%), internal medicine (70.8%), and surgery (66.7%) were the most popular choices.

Clinical skills training in clinical practice courses is characterized by a high degree of practicality and the requirement for more practice time. The TOT model is commonly used, where instructors teach the theory and demonstrate the skills, followed by students practicing on their own. However, this model often limits the duration of students’ practical exercises, which is not beneficial to the training of clinical skills. The present study aims to assess the potential of BT in practice course by integrating online courses with offline practice, developing a BT course that meets pedagogical requirements, and evaluating its teaching effectiveness in different clinical skills. The research findings indicate that students in Group A, who adopted BT, performed better overall in OSCE compared to Group B, who followed the TOT model. Moreover, the results of the questionnaire revealed that Group A students had a positive learning experience and perceived the course to be more effective in terms of pedagogy.

The OSCE is widely recognized as an effective way to judge students’ mastery of clinical skills for formative and summative purposes [ 17 ]. In terms of OSCE scores, students in Group A outperformed those in Group B in both the overall score and each individual item. The differences between all items were statistically significant. When comparing the average scores of each item between the two groups, it can be observed that Group A showed varying levels of improvement in different assessment items. The performance difference between groups A and B was more obvious in the two items of physical examination and Disinfection & Draping compared to the other items. This suggests that although BT demonstrated better teaching effectiveness overall, its strengths vary across different types of items. These two items stand out due to their extensive content but relatively simple operation. With the use of the online platform in BT, students have the opportunity to repeatedly learn and become more proficient in these operations. However, when faced with tasks that require more offline practice, such as CPR and the four major puncture operations, the performance improvement is not as significant as observed in the two aforementioned items. That means online teaching cannot fully substitute offline teaching, especially when it comes to highly practical teaching content. However, online course platforms can be utilized to enhance teaching content, broaden teaching activities, and compensate for the limitations of traditional offline teaching. The results of the questionnaire in Group A revealed that students demonstrated a great interest interest in first aid, internal medicine, and surgery skills. Additionally, Group A achieved higher scores in the OSCE at the CPR site (Emergency Medicine) and the Basic Surgical Skills-related site (Surgery). These findings indicate that when students are presented with more engaging study materials, their motivation to learn is enhanced, leading to improved learning outcomes driven by higher levels of initiative [ 18 ]. Therefore, in the next stage of course construction, it is crucial to explore the development of more course content that can effectively enhance students’ interest in learning.

In contrast to this study, much of the current research on the use of BT in clinical skills education tends to concentrate on specific skills or skill types. Amy L Halverson’s research, for example, delves into surgical skills. The findings of Halverson’s study indicate that BT has a beneficial impact on surgical skills training for rural physicians, aligning with the outcomes of our study. Nevertheless, unlike the present research, Halverson’s study relied solely on questionnaires for drawing conclusions and lacked objective evaluation metrics [ 19 ]. More studies are focusing on evaluating the effectiveness of the BT model in CPR training due to the broad audience it caters to, which includes both medical and non-medical professionals. A study conducted on 832 non-medical professional persons in Taiwan revealed that the BT model was superior to TOT [ 20 ]. Additionally, research on the application of the BT model in CPR training for underage students demonstrated a significant increase in students’ willingness to intervene during a cardiac arrest, from 56.9 to 93.1% post-course [ 21 ]. These findings highlight the positive impact of the BT model on students’ self-confidence and overall teaching outcomes. Our study further supports these results, as the group A trained with the BT model performed notably better in the OSCE at the CPR site. This study innovatively applied the BT model to various types of clinical skills training, comparing its effects with the TOT model across different skill items. Moreover, this research not only examined the differences in application effects between the two teaching models on the same skill items but also compared the differences in teaching effectiveness improvement after applying the BT model among different skill items. The findings offer a more comprehensive theoretical foundation for application of the BT teaching model in clinical skills practice courses.

In the design of the course, we offer a wealth of clinical case materials on the online course platform. These materials are available for students who are eager to learn. Our goal is to foster students’ advanced abilities through the use of relevant cases or scenarios, which can enhance their coping skills and their ability to handle emergencies [ 22 ]. Our study has shown that students in Group A demonstrate higher performance in practical projects like CPR, which require hands-on experience, through online situational clinical case training. This training method allows students to go beyond simply acquiring visual information and instead encourages them to analyze, process, and integrate the visual information. As a result, students can achieve a deeper understanding of the knowledge points, progressing from the lower levels of Bloom’s taxonomy (memorization and comprehension) to higher levels such as analysis, application, and judgment. This approach greatly enhances the effectiveness of learning [ 23 ]. According to several studies, virtual simulation has been found to be more effective in promoting the learning of skills compared to teaching theoretical knowledge alone [ 24 ]. Therefore, in future designs of BT, we propose incorporating virtual simulation teaching into the online platform. This addition aims to address the limitations of the online platform in practical training and enhance the overall learning experience [ 25 ].

The blend of online courses with the traditional TOT model can offer teachers a more personalized teaching environment and timely feedback. The online education platform enables real-time observation and regulation of students’ learning progress, allowing for dynamic adjustments in offline teaching content and methods to better achieve pedagogical goals. Furthermore, we designed a chapter test in the online course. According to Kromann, the inclusion of testing in clinical skills training can be effective in improving the effectiveness of learning [ 26 ]. In this study, we observed that teachers can effectively assess students’ understanding of this particular aspect of the theory through chapter tests. This allows them to provide targeted guidance and reinforcement for students’ weaker areas in the offline course. Such feedback evaluation, developed during the teaching process, plays a crucial role in improving teaching effectiveness due to its timeliness and relevance. In future course designs, we plan to incorporate various forms of accompanying tests in both online and offline sessions to further enhance formative evaluation and teaching effectiveness.

For students, blending the online course with the offline course can provide the advantages of being more accessible and flexible in terms of time and location. It has been claimed that students can arrange their learning according to their own schedule and rhythm through the online platform in the BT model [ 13 ]. A similar phenomenon was observed in our study. For instance, before each offline teaching session or OSCE, there was a noticeable increase in students accessing online platforms. This trend indicates that students are using online platforms to align with their learning or revision strategies. In the online course, we have also introduced a discussion board where the instructor posts clinical case information and related questions. This board serves as a platform for students to actively participate in discussions and answer the questions posed by the instructor. The instructor then provides feedback on the student’s answers. This interactive communication method helps to reinforce the students’ clinical knowledge and skills, while also training them to develop their initial clinical thinking skills. Meanwhile, it also can effectively promote student participation in this course. It has been reported that greater student engagement in courses can increase their positive experience of the course and ultimately improve the effectiveness of the instruction [ 27 ]. However, in the BT model, students are required to possess advanced self-management skills and be familiar with online teaching platforms. Therefore, it is essential to integrate suitable learning monitoring tools and provide adequate training as part of the teaching process [ 28 , 29 ].

In the analysis of the questionnaire, we also noticed that students were slightly more satisfied with offline education (70.9%) than with online education (62.5%). This reminds us that offline teaching still holds its irreplaceability compared to online teaching. For example, face-to-face communication in offline teaching fosters a closer emotional connection between teachers and students. It allows for more intuitive guidance in developing students’ skills and provides faster feedback [ 30 ]. Given the practical nature of clinical skills courses, it is reasonable to conclude that online teaching cannot fully replace offline teaching. However, our research indicates that a combination of online and offline instruction can produce a synergistic effect. The online component of the course expands teaching resources and diversifies teaching methods, while also overcoming time and space constraints and promoting independent learning. On the other hand, the offline component allows teachers to provide personalized face-to-face guidance promptly. By combining these two approaches, we can achieve improved pedagogical effectiveness by leveraging their complementary advantages.

Like all educational research articles, this study has some limitations. Firstly, the sample size in this study is relatively small, which may result in a larger margin of error. Therefore, in our future studies, we plan to increase the sample size to reduce the potential bias caused by the small sample. Additionally, the limited number of clinical skills items included in this research may not provide a comprehensive evaluation of the effectiveness of BT in various clinical skills teaching. In future research, we will incorporate more measures to assess the learning outcomes of students’ clinical skills. This will involve collecting scores from graduation operation examinations and licensing examinations to objectively evaluate students’ mastery of clinical skills. Additionally, we will enhance curriculum development by integrating more clinical skills teaching programs into the BT model. This will allow for a more comprehensive evaluation of the BT model’s effectiveness in training various clinical skills programs. The questionnaire used in this study may have limitations in evaluating the teaching effect of BT due to its subjective nature. It is more suitable for assessing students’ subjective perceptions of the BT teaching model. Future research will aim to enhance the questionnaire design to better capture the subjective experiences of both teachers and students.

The development of the times has resulted in significant changes in medical education. As educators, it is important for us to actively explore new teaching modes and methods to enhance students’ learning experiences and outcomes. This will enable us to better cultivate medical students to meet the demands of the modern era. In conclusion, the results of this research indicate that students adopting BT are better in clinical skills training than those adopting TOT. And then, BT was better at teaching content-rich but easy-to-do items (physical examination and disinfection & draping) than practice-demanding items. Finally, students adopting BT will have better pedagogical outcomes in the more interesting items (emergency medicine and surgery). The application of BT in clinical skills training has demonstrated its potential in this study, leading us to believe that applying BT to other medical skills training and courses could yield unexpected benefits. In the future, we plan to develop more courses using blended teaching to cater to the needs of the new generation of clinical medical students.

Data availability

The datasets used and analysed during the current study available from the corresponding author on reasonable request.

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Acknowledgements

We would like to thank our colleagues in the Department of Clinical Medicine, and the Affiliated Hospital of Wuhan University of Science and Technology, for participating in the construction of the “Clinical Skills Training and Practice” online course, teaching and scoring the enrolled students.

This work was supported by the Higher Educational Teaching Reform Project of the Hubei Province Education Department (2021236); the College Students’ Innovation Project of Hubei Province of China (Hubei Province Education Department, S202110488072); Graduate Education Quality Engineering Project of Wuhan University of Science and Technology (Yjg202327).

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Zhicheng He, Hua Li, Lan Lu, Qiang Wang, Qingming Wu & Lili Lu

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ZC He wrote the draft, prepared figures and interpreted the data; H Li, L Lu, and Q Wang participated in the organization and implementation of this study; LL Lu and QM Wu conceived and designed this study; LL Lu did the critically revising work; approved the final version submitted; got the funding supporting. All authors reviewed the manuscript.

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Correspondence to Qingming Wu or Lili Lu .

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He, Z., Li, H., Lu, L. et al. The application of blended teaching in medical practical course of clinical skills training. BMC Med Educ 24 , 724 (2024). https://doi.org/10.1186/s12909-024-05730-6

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Received : 20 January 2024

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DOI : https://doi.org/10.1186/s12909-024-05730-6

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