Article Figures & Data
Figures
- Figure 1.
Theory of change model.
- Figure 2.
Activity implementation.
- Figure 3.
Responses to the preactivity Likert-type questions.
- Figure 4.
CARE theme application difficult ratings with overlay of risk ratios * = More Difficult; ** = Most Difficult.
- Figure 5.
Change in perception on the benefit of case report critical appraisal to laboratory practice.
- Figure 6.
Student perspectives on case report immersion benefit to understanding of professionalism, community of practice, and practice complexity.
Tables
- Table 1.
Themes of student responses to “understanding of capable professional” from the preactivity questionnaire
ThemeFrequency
(% of Student Responses)Task competence 77% Reflective practice competence 50% Continual improvement 41% Decision-making competence 36% Collaboration 18% Communication 9% Adapt to change 5% Generate new knowledge 0%
Critical Appraisal ThemeApplication Difficulty
InterpretationIntroduction
Patient information
Clinical findingsEasy Most students found these critical appraisal themes easy to apply. The instructor does not need to modify explanatory approach. Diagnostic assessment
Follow-up/outcomesModerate Many students found these critical appraisal themes difficult to apply. The instructor should develop additional explanatory resources that students can refer to as needed. Abstract
Patient perspectives
Timeline
Interventions
DiscussionDifficult Most students found these critical appraisal themes difficult to apply. The instructor should spend more time discussing these themes and their application during the primary lecture and during the critical appraisal walkthrough activity. Additionally, Figure 4’s “more” vs “most” categories of difficulty can inform how much time is spent discussing these critical appraisal themes. - Table 3.
Content analysis of student responses to ways to improve the case report immersion activity
Improvement Opportunity Frequency In-class comparison of each team’s findings 23% In-class comparison of each team’s findings with that of the instructor 23% More instructor examples 15% More conceptual background instruction 15% Instructor explanation of the assigned case report prior to activity 15% Separate teams from each other (to reduce noise and distraction) 8% Form smaller groups (activity involved groups of 5–6 students) 8% Conduct both steps of the case report immersion activity on the same day (activity was split over 2 days) 8% Provide the set of reflective questions in advance (questions were provided just prior to step 2 of the activity) 8% Combine teams for step 2 of the activity (for more robust discussion) 8%
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