OVERVIEW COURSE DESCRIPTION

This course will develop the student’s ability to identify a clinical problem and to collect, process, analyze, summarize and present an evidence-based approach solution to that problem. The topic can be a medical challenge in terms of diagnosis or treatment of a disease state, or management issues for patients or their family’s issues of which there is lack of consensus or a lack of clear guidelines. Students will write a scientific literature review and then present to a panel of faculty reviewers.

COURSE AIMS

At the end of the course students are expected to:

1. Apply an evidence-based approach to identify a clinical problem, and state it in terms of a research question.
   • Identify specific needs/problems in their field;
   • Define parameters to perform a literature search;
   • Understand the importance of critical analysis in approaching clinical questions for which there is no clear answer.
2. Effectively use library resources including electronic databases relevant to their field and a citation manager (i.e. Mendeley, RefWorks or Zotero);
3. Build a foundation in research design to know how to critically analyze scientific articles from peer-reviewed journals.
4. Write a scientific paper in a clear and well thought-out presentable fashion;
5. Gain experience in public speaking (i.e. effectively presenting and supporting their ideas in front of an audience);
6. Draw conclusions from a pool of evidence-based information relevant to their daily practice; and
7. Analyze published research articles and extract specific information.
   • Improve clinical skills by searching for best practice criteria for the diagnosis, treatment and management of medical disorders found in practice; and
   • Develop a sense of responsibility and commitment to making research contributions to physician assistant practice.

COURSE REQUIREMENTS

To successfully complete this course, students must fulfill the following requirements:

1. Choose a topic that is relevant to their field and that presents a challenge or need to the health practitioners, to patients, their families or to society at large.
2. Perform a literature search of scientific articles published in peer-reviewed journals that directly or indirectly address the selected topic.
3. Understand the evidence-based approach to inquiry.
4. Write a scientific paper summarizing and analyzing the information gathered through the literature review of the selected topic.
5. Students will deliver a final 15-minute presentation on their process and findings to their classmates and faculty.
6. Complete quizzes and exams.
7. Participate actively during class meetings.

Technology In this course, we will use a variety of technology including email, Blackboard, PowerPoint, Prezi, RefWorks, and literature search engines. Students who need one-on-one guidance on these forms of technology should speak with the professor early in the semester.

Expectations My expectation is that all students will check their email and this class website regularly for course communication. In addition, I expect students to come to class prepared to participate fully –meaning, all students are expected to have completed the readings prior to class, ready to contribute to the discussion, and ask questions. Everyone talks, everyone asks questions, everyone is prepared to share their opinions about assigned readings.

Students more familiar with some of the material are encouraged to use course reading lists to find more advanced readings in addition to the required assignments. Those who have written papers similar to those described here are expected to demonstrate more advanced skills in the critical analysis of the scientific literature, the analysis and presentation of scientific data, and discussion of future areas of research.In addition, those with more advanced skills in some areas are expected to assist other students from different academic backgrounds.

Finally, the required written assignments are highly structured. A goal of this course is to prepare students for writing articles for peer-reviewed journals, and presenting at professional conferences, both of which require following structured guidelines.

EVALUATION GUIDELINES

NEW

Assignments will each have a set number of points assigned to them.  When students complete an assignment, they will be awarded points. If they do not complete the assignment, they receive no points.

Feedback will be given to students to ensure a high-standard of learning.

 

OLD

Class Participation & Readiness 15%

Quizzes 20%

Development of Papers 10%

Final Research Paper 40%

Oral presentation 15%