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Updated: Nov 22, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Question formulation skills training using a novel rubric with first-year medical students
Jonathan Eldredge1, Melissa A Schiff2, Jens O Langsjoen3
1jeldredge@salud.unm.edu, Associate Professor, Health Sciences Library and Informatics Center, Family & Community Medicine Department, School of Medicine, College of Population Health, University of New Mexico, Albuquerque, NM.
Objective:
The authors used an assessment rubric to measure medical students' improvement in question formulation skills following a brief evidence-based practice (EBP) training session conducted by a health sciences librarian.
Method:
In a quasi-experimental designed study, students were assessed using a rubric on their pre-instructional skills in formulating answerable EBP questions, based on a clinical scenario. Following their training, they were assessed using the same scenario and rubric. Student pre- and post-test scores were compared using a paired t-test.
Results:
Students demonstrated statistically significant improvement in their question formulation skills on their post-instructional assessments. The average score for students on the pre-test was 45.5 (SD 11.1) and the average score on the post-test was 65.6 (SD 5.4) with an average increase of 20.1 points on the 70-point scale, p<0.001.
Conclusion:
The brief instructional session aided by the rubric improved students' performance in question formulation skills.
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