EBMC-PETform.doc
Study Number _____________________
EBM CAT and Presentation Assessment with Level of Learners Anchors
Presentor: ________________________
Date:
_____/_____/_______
Evaluator: ________________________
Level of Learners
Novice
Advanced
Beginner
Competent
Proficient
1. Develop a well-built
(PICO) question from
a clinical scenario.
Question not in PICO
format; took question
from paper
Developed question
from clinical
scenario; includes
appropriate Patient
and Intervention
Developed a complete
PICO question that has
more broad/less specific
measurable outcome (e.g.
‘gets better’)
Developed a clear
PICO question that
includes a specific
measurable outcome
2. Understand key
search terms and use
them to identify
relevant literature.
Did not identify
appropriate database for
search (e.g. Google)
Used appropriate
database, and used
appropriate key words or
appropriate limits
(2 of 3)
Used appropriate
database, key word and
limits (if needed for
search to yield <20
articles) to answer
question (3 of 3)
3. Critically appraise
an article in the style
outlined in EBM text.
Did not use correct
critical appraisal
process to evaluate the
study/studies (e.g.,
therapy, diagnosis)
Used appropriate
database, but did
NOT use appropriate
key words and limits
in search; led to an
unfocused search
(1 of 3)
Used the correct
critical appraisal
process for the type
of article (e.g.,
therapy, diagnosis)
Used the correct critical
appraisal process for the
type of article and/or
described importance of
findings and/or begins to
show understanding of
EBM concepts (e.g NNT,
OR) (2 of 3)
4. Apply critical
appraisal to clinical
scenario.
Did not mention
relevance of the
evidence to the clinical
scenario
Mentioned the
relevance of critical
appraisal to clinical
scenario
Adequately addressed the
relevance of the evidence
to the clinical scenario,
and begins to analyze
relationship
Used the correct critical
appraisal process for
the type of article and
described importance of
findings and
demonstrates
understanding of EBM
concepts (e.g. NNT,
OR) (3 of 3)
Addressed the
relevance of the
evidence to the clinical
scenario, and more indepth analysis of
relationship to clinical
scenario
Expert
N
/
A
Question
Evaluates*
Developed a clear PICO
question that includes a
specific measurable
outcome and is placed in
context of what is already
known.
Used best available
database for search,
appropriate key word and
limits (if needed for
search to yield <20
articles) to answer
question (3 of 3+)
Seamless understanding
of the critical appraisal
process and easily
applies EBM concepts
(e.g. NNT, ORs)
Pres, CAT
Gave clinical
background, explicitly
related article to clinical
scenario, and integrated
the evidence into the
clinical decision-making
Pres, CAT
Pres
Pres, CAT
1
Revised 01-04-10
EBMC-PETform.doc
Study Number _____________________
N
/
A
Level of Learners
Novice
Advanced
Beginner
Competent
Proficient
Expert
5. CAT alone
addresses all salient
points of the article.
CAT did not contain
core components and
missed major points of
the article
CAT contains core
components, and/or
includes most major
points of the article,
and/or is concise (2 of 3)
Does not place the
current article into the
larger context (i.e. no
background
information)
CAT contains core
components, more
concisely summarizes
study and includes
major points of the
article (3 of 3)
Integrates information
from the current study
into the larger literature
using critical analysis
CAT contains core
components, concisely
and effectively
summarizes study, and
comments of strength of
study [sos] (3 of 3 + sos)
Seamlessly integrates
information from the
current study into the
larger literature using
critical analysis and
communicates how the
article affects practice
CAT
6. Places the current
study in the context of
other relevant
research on the topic.
CAT contains core
components, or
effectively
summarizes or
communicated key
results (1 of 3)
Makes reference to a
few other sources of
evidence on the topic
but does not critically
analyze their
relationship to the
current study
7. Organization and
clarity of
presentation.
Disorganized and
unfocused presentation
Talk was organized
and/or focused and/or
emphasized some points
(2 of 3)
Talk was organized,
and focused and
emphasized some
points (3 of 3)
Talk was organized,
focused, and explicitly
emphasized key points
(3 of 3+)
Pres
8. Effective use of
teaching tools (e.g.,
PowerPoint,
handout).
Teaching tool(s)
detracted from overall
presentation (e.g., tools
lack clarity,
disorganized,
unfocused)
Talk was more
focused or more
organized or
emphasized some
points (1 of 3)
Teaching tool(s)
generally was
appropriate for the
presentation, but
some parts of tool
lacked clarity or
focus
Teaching tool(s) added to
quality of presentation by
organizing the
information
Teaching tool(s) added
to quality of
presentation by
organizing the
information, focusing
on and enhancing
clarity of key points
Pres
9. Synthesized and
integrated relevant
information.
Rote repetition of
information without
synthesis and end
product is undistilled &
lengthy
Presentation begins
to reflect synthesis of
information, but still
lengthy and/or
undistilled
Presentation concisely
and effectively
synthesized information,
and begins to integrate
information
Presentation concisely
and effectively
synthesized
information, and
integrates this topic
with other information
Teaching tool(s) added to
quality of presentation by
organizing the
information, focused on
and enhanced clarity of
key points and the tool
engaged audience in
active learning
Presentation concisely
and effectively
synthesized information,
and seamlessly integrated
this topic with what is
already known about this
topic
Makes reference to a few
other sources of evidence
on the topic and begins to
analyze their relationship
to other studies
Question
Evaluates*
Pres, CAT
Pres
2
Revised 01-04-10
EBMC-PETform.doc
Study Number _____________________
Level of Learners
Novice
Advanced
Beginner
Competent
Proficient
Expert
N Question
/ Evaluates*
A
10. Presentation
conducted at level
appropriate for
audience.
Presentation did not
acknowledge or attempt
to engage learners
Presentation too
simplistic or too
complex to engage
learners
Recognized levels of
learners present and
effectively engaged some
learners
Recognized levels of
learners present and
effectively engaged
most levels of learners
Effectively engaged all
levels of learners using
terms appropriate for
their level of knowledge
Pres
11. Explanation of
EBM concepts.
Not familiar with EBM
concepts and does not
attempt to define EBM
terms in presentation
Poor communication
skills (e.g. read
presentation or spoke
with back to audience)
and had no clear
teaching points
Does not use EBM
concepts during
exercise
Attempts, but is
unable to articulate
even basic EBM
concepts clearly
Fair communication
skills or had few
relevant teaching
points
Able to articulate some
EBM concepts clearly
Able to articulate most
EBM concepts clearly
Pres
Either good
communication skills or
had several effective
teaching points
Good communication
skills and had several
effective teaching
points
Clearly and effectively
articulated all EBM
concepts relevant to the
article being presented
Excellent communication
skills, had several
effective teaching points
and presentation was
engaging and informative
Begins to appraise article,
begins to demonstrate
understanding of key
EBM concepts and
calculations.
Accurately appraises
article and understands
key EBM concepts and
calculations.
12. Overall teaching
skills, as
demonstrated through
this exercise.
13. Overall EBM
skills, as
demonstrated through
this exercise.
Attempts to use EBM
concepts during
exercise but
inaccurately
appraised articles
using EBM concepts
and calculations.
Accurately appraises
articles, understands key
EBM concepts and
calculations, and
synthesizes information
to apply to a patient case.
Pres
Pres, CAT
*Pres = Presentation; CAT = Critically-Appraised Topic
Comments:
Comments on EBM Skills
Comments on Teaching Skills
Overall Grade:
Novice
Advance beginner
Competent
Proficient
Expert
3
Revised 01-04-10