The American Psychological Association (2003) states in its Code of Ethics, "When research participation is a course requirement or an opportunity for extra credit, the prospective participant is given the choice of equitable alternative activities" (8.04[b]). In accordance with standard professional psychological practices, East Tennessee State University (ETSU), Institutional Review Board (IRB), and Departmental standards, we insist that student research participation be voluntary. Therefore, all students are given the opportunity to complete an alternate, time-equivalent, research-related activity (i.e., reading and critiquing research articles) to fulfill this research exposure requirement.
Enhance graduate students’ understanding of the current state of biochemical and molecular nutrition (b) enhance graduate students’ understanding of the field of nutrition epidemiology and (3) provide experience in reviewing and critiquing research articles. In alternate week sessions, students will critically evaluate peer-reviewed articles for class discussion that reinforce the principles of various research approaches (including in vitro experiments, animal models, observational studies, clinical trials) and analytical methods. This course will also help students to develop their evaluative skills and presentation performance.
Checklist for critiquing a research article - UCSC PB Sci
A longitudinal survey design was used to elicit students’ responses about an assigned group project. The instrument used was the , a 21 item Likert type survey developed by the author. The responses were strongly disagree (1), disagree (2), somewhat agree (3), agree (4), and strongly agree (5) thus a summated score could be obtained between 21 and 105. The items related to how the assignment helped students gain knowledge, skills in critiquing research articles, making decisions related to evidence-based practice, and confidence in themselves to be better prepared to participate in evidence-based activities as an RN. The survey was administered at the end of eight separate research classes from 2008 to 2014. IRB approval was obtained for this research study. The innovative teaching strategy will be described so it can be used by other edducators.