Assessing criticality in student research reports: Preliminary results from a new educational card sorting activity

摘要

Background: Many osteopathic educational institutions (OEIs) require students to complete research projects, which normally involve external assurance of academic standards. Different academic factors can lead to tension between teaching approaches and attitudes to criticality as a necessary competency for effective practice in evidence-informed healthcare. Lack of clarity about different purposes of student research can lead to varying interpretations of assessment criteria and inconsistent marking.