EBMSR III

Journal Club 12/7/16 Small Group Self-Evaluation

Name:_____Yaqing Cai___________________________________________ (Each person should submit this sheet)
Consider how you participated in and if you used critical thinking/EBM skills during the session. Score yourself on the following
categories. Submit your sheet.
Area to be
evaluated
Active membership
in small groups

0.5

Does not pay attention in

small groups

Listens but does not offer any input

Offers input and participates fully

Your Score and Explanation

(0-1 per category)
0.5 I was mostly listening and
only offering input when it was
silent.

Is not respectful of faculty and

classmates, i.e. spends time on
computer not related to class
assignments, Leaves class
after class has started

Notifies faculty a head of time if delayed for

class

Respects faculty and classmates by

not disrupting class in any way and
is always on time for class

1- I was respectful to my
classmates and the
facilitator

Often interrupts; at times

converses with others when
another team member is
speaking

Often restates what others say before

responding; usually does not interrupt; often
solicits others contributions; makes eye
contact

Rarely interrupts; frequently

solicits others contributions;
sustains eye contact

1- I never interrupt and ask

others to clarify and
maintain eye contact

(0-1 Possible Point)

Professional
Behavior in class
(0-1 Possible Point)

Listening Skills
(0-1 Possible Point)

Critical Thinking
(0-1 Possible Point)

Evidence-based
Medicine
(0-1 Possible Point)

-Comments are superficial

-Does not share new insights
-Offers biased interpretation or
incorrect / inaccurate
interpretation
-Does not identify critical
thinking skills or patient
problem(s) used in the case

-Comments are substantive

-Shares a new insight
-Shares an unbiased/correct interpretation
-Identifies either patient problem(s), questions
needed to ask patient or critical thinking skills used
in the case

-Comments add much to discussion

-Shares many new insights
-Shares multiple unbiased/correct
interpretations
-Identifies patient problem(s),
questions needed to ask patient, and
critical thinking skills used in the case

-Does not consider the reliablity,

the currency or revelancy of
evidence
-Does not consider type of
evidence and data before
applying it

-May consider either the reliablity, the currency or

the revelancy of evidence
-May consider either the type of evidence or data
before applying it
-Relies upon others in group to help them apply
evidence to patient

-Considers the reliablity, the currency

and the revelancy of evidence
-Considers type of evidence and data,
before applying it
-Summarizes how evidence might be
applied to patient

1-

I was able to think through

each of the questions and
critically analyze the
different angles to the
article

1- I was able to boil down the main

points of the article and evaluate if it
would apply to my patient or not

EBMSR III
-Cannot decide how evidence
might be applied to patient
Total score (out of 5):

4.5