Methods: Didactic, experiential, and Socratic methods were used to teach literature retrieval, critical appraisal, and critical thinking skills to students at a U.S. chiropractic college. In addition to course and faculty evaluations, a survey gathered pre- and postcourse data on students' attitudes, perceived abilities, and knowledge and skills.
Results: Most course and instructor evaluation measures demonstrated a positive trend over six terms. General descriptive comparisons of pre- and postsurvey data indicate some improvements in students' perceived abilities and skills to search for, retrieve, and critically evaluate the literature.
Conclusions: Trends of evaluation results over time, rather than single course evaluations, are particularly useful when considering innovative curricular changes, as are pre-and postmeasurement of student performance.
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