Online adaptive E-tutorials for development of critical appraisal skills
- 1The Brain and Mind Centre, The University of Sydney , , ,
- 2School of Chemistry, Faculty of Science, The University of Sydney , , ,
- 3School of Medical Sciences, Faculty of Medicine and Health, The University of Sydney , , ,
Abstract
Critical appraisal of research literature is an important skill for graduates yet science graduate employers report dissatisfaction with skill levels. As scaffolding can assist in critical appraisal development, we aimed to develop and evaluate 2 adaptive e-tutorials for critical appraisal development of neuropharmacology research articles as part of the scaffolding process. We developed adaptive e-tutorials allowing personalised feedback and remediation. Results of an end-of-tutorial survey, and comparisons of institutional Unit of Study Survey ratings and exam results in the 2 years before, and during, the intervention were analysed. Over 4 years, 150 students participated. In the cohorts that did not complete the e-tutorial, there were significant differences in exam marks between students of different academic backgrounds (non-science < science < medicine backgrounds; p < 0.05), while no significant differences between groups were seen in students that completed the e-tutorial, and these marks were statistically equivalent. Students ranked their perceived benefit from the videos, increase in critical appraisal ability, and value of the e-tutorial with average rankings between 4.4–4.6 on a Likert scale (5 = strongly agree). Similarly, students who completed the e-tutorial showed a significant increase in rating of their critical thinking skills in the Unit of Study Survey (p < 0.05). Completion of the e-tutorial was associated with increased equitable development of critical appraisal. Students from non-science backgrounds showed the biggest increase in actual appraisal performance, suggesting that while the e-tutorial was associated with increased confidence for all students, the other features of the course may have developed appraisal levels to a stage sufficient for successful exam completion.
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BibTeX
@article{mclean2026online,
title = {{Online adaptive E-tutorials for development of critical appraisal skills}},
author = {Loyola McLean and Samuel Lane and Erick C. N. Wong and Louise Nash and Eryn L. Werry},
journal = {Frontiers in pharmacology},
year = {2026},
month = oct,
doi = {10.3389/fphar.2026.1940433},
url = {https://europepmc.org/article/PMC/PMC13668495},
note = {CC BY},
}
RIS
TY - JOUR
TI - Online adaptive E-tutorials for development of critical appraisal skills
AU - Loyola McLean
AU - Samuel Lane
AU - Erick C. N. Wong
AU - Louise Nash
AU - Eryn L. Werry
PY - 2026
DA - 2026/10/01
JO - Frontiers in pharmacology
DO - 10.3389/fphar.2026.1940433
UR - https://europepmc.org/article/PMC/PMC13668495
AB - Critical appraisal of research literature is an important skill for graduates yet science graduate employers report dissatisfaction with skill levels. As scaffolding can assist in critical appraisal development, we aimed to develop and evaluate 2 adaptive e-tutorials for critical appraisal development of neuropharmacology research articles as part of the scaffolding process. We developed adaptive e-tutorials allowing personalised feedback and remediation. Results of an end-of-tutorial survey, and comparisons of institutional Unit of Study Survey ratings and exam results in the 2 years before, and during, the intervention were analysed. Over 4 years, 150 students participated. In the cohorts that did not complete the e-tutorial, there were significant differences in exam marks between students of different academic backgrounds (non-science < science < medicine backgrounds; p < 0.05), while no significant differences between groups were seen in students that completed the e-tutorial, and these marks were statistically equivalent. Students ranked their perceived benefit from the videos, increase in critical appraisal ability, and value of the e-tutorial with average rankings between 4.4–4.6 on a Likert scale (5 = strongly agree). Similarly, students who completed the e-tutorial showed a significant increase in rating of their critical thinking skills in the Unit of Study Survey (p < 0.05). Completion of the e-tutorial was associated with increased equitable development of critical appraisal. Students from non-science backgrounds showed the biggest increase in actual appraisal performance, suggesting that while the e-tutorial was associated with increased confidence for all students, the other features of the course may have developed appraisal levels to a stage sufficient for successful exam completion.
SN - 1663-9812
ER -