Objectives: The research determined to what extentbest practices are being followed by freely availableonline modules aimed at teaching critical thinkingand evidence-based practices (EBPs) in healthsciences fields.Methods: In phase I, an evaluation rubric was createdafter reviewing the literature. Individual rubricquestions were assigned point values and groupedinto sections, and the sections weighted. Phase IIinvolved searching Internet platforms to locate onlineEBP modules, which were screened to determine ifthey met predetermined criteria for inclusion. PhaseIII comprised a first evaluation, in which two authorsassessed each module, followed by a secondevaluation of the top-scoring modules by fiverepresentatives from different health sciences units.Results: The rubric's 28 questions were categorizedinto 4 sections: content, design, interactivity, andusability. After retrieving 170 online modules andclosely screening 91, 42 were in the first evaluationand 8 modules were in the second evaluation.Modules in the first evaluation earned, on average,59% of available points; modules in the second earnedan average of 68%. Both evaluations had a moderatelevel of inter-rater reliability.Conclusions: The rubric was effective and reliable inevaluating the modules. Most modules followed bestpractices for content and usability but not for designand interactivity.Implications: By systematically collecting andevaluating instructional modules, the authors foundmany potentially useful elements for modulecreation. Also, by reviewing the limitations of theevaluated modules, the authors were able toanticipate and plan ways to overcome potentialissues in module design
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