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

Russell, Janet S., Lucy Martin, Dara Curtin, Sara Penhale, and Nathan A. Trueblood. Non-science majors gain valuable insight studying clinical trials literature: an evidence-based medicine library assignment. Adv Physiol Educ 28: 188–194, 2004; doi:10.1152/advan.00029.2003.—When faced with a diagnosis, it is empowering to be able to assess the evidence of treatment effectiveness and safety. To teach this skill to non-science majors, we assigned the “Responsible Patienthood Project” (RPP). For the RPP, students studied an array of disease and treatment literature: the final product of their work was a poster presentation, in which they did an in-depth analysis of one primary article, thus encouraging critical evaluation of experimental design, methods, and conclusions. Post-RPP, there was a 35% decrease in the student perception that they would unquestioningly accept a recommended treatment for a hypothetical diagnosis, and a 40% increase in the perception that they would consult a combination of resources, including primary articles. We recommend this project based on our results that suggest 1) non-science majors are able to successfully access and assess primary scientific literature, 2) students felt empowered by the RPP, and 3) skills in information gathering, via library instruction, may serve as a particularly helpful lifelong learning tool.