Article Critiques 1 Fall 2017

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Article Critiques and Evaluations LizJohns emjohns@jhu.edu Carrie Price cprice17@jhmi.edu

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Carrie Price cprice17@jhmi.edu Liz Johns emjohns@jhu.edu

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POLL Where are youlocated?

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TONIGHT’S GOAL Take astrategic approach to tackling an article critique and better understand the qualities of a strong evaluation.

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Article Critique BreakDown Examples Practice Resources

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WHAT ARE WENOT DOING TONIGHT? Mechanics Formatting Writing style Instructor-specific guidelines

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DISCLAIMER This session hasbeen prepared using the assignment guidelines, provided to us by the MEHP courses. If your instructor has additional or different guidelines, always defer to the rules of the person grading you.

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STEPS TO CREATINGAN ANNOTATED BIBLIOGRAPHY Find Your Sources Read your Sources Prepare your notes Cite your sources Write Critique Review Critique

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STEP 1: FINDYOUR SOURCES

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CHAT Where do youtypically go first when searching for peer-reviewed literature?

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WHERE? • Research Guidefor Education: guides.library.jhu.edu/education • Best Best: ERIC, Scopus, Education Journals • Databases used for other assignments

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STEP 2: READYOUR SOURCES

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STEP 2: READYOUR SOURCES Take notes as you are reading.

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STEP 3: PREPAREYOUR NOTES

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STUDY SUMMARIES guides.library.jhu.edu/lit-review/summarize Author/ti tle Purpose Framework Sample/Po pulation Design/Met hodology Variables/ instrum- ents Results/Findi ngs Controver- sies, disagree- mentswith other authors Limita- tions Implications for practice, research, theory Slytherin, S. (2000) Explore potions aptitude of firth years Theoretical Fifth year Hogwarts students (pure-bloods) Naturalistic O.W.L.s Slytherin and Ravenclaw students are more apt at potions by the fifth year, other houses even out in sixth. Findings are different from Gryffindor (1998) Author left out Muggles from populatio n New practices and efforts should be made with Hufflepuff and Gryffindor houses earlier to help them keep up. Gryffindor, G. & Ravenclaw, R. (2009) Examine course scheduling and blocks Conceptual Fourth- seventh year Hogwarts students Emergent Sleep patterns, alertness in class, observing student behavior Older students tend to stay up later doing homework, and typically don’t even begin their work until 10pm None so far. Although all teenagers, fourth years are very different from seventh years. Older students should have courses on a shifted (later) schedule.

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STEP 4: CITEYOUR SOURCES Other APA Resources APA Style Guide apastyle.org APA Blog blog.apastyle.org/apastyle Refworks guides.library.jhu.edu/refworks Purdue Owl (Google it)

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STEP 5: WRITEYOUR CRITIQUE Purpose: • help you test your own ability to grasp new concepts. • Develop your own voice a scholar in the field. • Flex your critical thinking skills by analyzing and evaluating the work of others.

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CHAT What do youthink are the major components of a critique or evaluation?

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RECOMMENDED STRUCTURE A 1.Background and motivation: why does this issue matter? 2. Research question presented 3. Data 4. Methods 5. Key findings 6. Limitations 7. Conclusions and topics/questions for discussion

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KEY ELEMENTS 1. Summary/Description 2.Evaluation and Commentary/Reflection

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RECOMMENDED STRUCTURE B 1.Summarize/Describe 1. Goal/aims of article, importance of the issue. 2. Research questions and key findings 2. Critique 1. Presentation of article 2. Evidence, methods, stats 3. Conclusion

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SUMMARY: PARAPHRASE Use yourown words, do not copy the abstract. Paraphrasing advice: owl.english.purdue.edu/owl/resource/563/02/

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USE OF THEFIRST PERSON • Allowed by APA • Encouraged to avoid awkwardness • Use sparingly See APA Manual pp. 69-70

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cc: Valerie Everett- https://www.flickr.com/photos/66742614@N00 QUESTIONS?

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Example A Rubin, A.(2012). Technology Meets Medical Education: Envisioning a Practical Future Forum on the Future of Technology in Education. Journal of Medical Education 3, 301-322. This article looks at online learning from the perspective of graduate level medical education instead of looking at medical education from the perspective of online learning. Several categories of technology use are discussed, noting the present situation and future possibilities. Most prominently discussed is the idea of using interactive medical diagrams using new programs and technology. Five other powerful uses of technology in medical education are listed, and factors that are necessary to fulfill the potential of technology are considered. Some concerns about the integration of online learning into medical education are also included as well as a brief closing restatement of the dilemma. The study examines pilot programs across five different medical schools in the U.S. and Canada.

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Example A Rubin, A.(2012). Technology Meets Medical Education: Envisioning a Practical Future Forum on the Future of Technology in Education. Journal of Medical Education 3, 301-322. This article looks at online learning from the perspective of graduate level medical education instead of looking at medical education from the perspective of online learning. Several categories of technology use are discussed, noting the present situation and future possibilities. Most prominently discussed is the idea of using interactive medical diagrams using new programs and technology. Five other powerful uses of technology in medical education are listed, and factors that are necessary to fulfill the potential of technology are considered. Some concerns about the integration of online learning into medical education are also included as well as a brief closing restatement of the dilemma. The study examines pilot programs across five different medical schools in the U.S. and Canada.

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Example B Cusatis, C.,& Martin-Kratzer, R. (2010). Assessing the state of medical education in AAMC-accredited and non-accredited medical programs. Medical Educators, 64, 356-372. Through surveys, the authors assessed medical education in the United States, from both AAMC-accredited and non-accredited programs. Results indicated that few programs offered a grant-writing course specifically for the novice researcher. Instead, most relied on general education requirements and segments of core medical writing courses to provide students with grant writing and research skills. The average medical student's grant-writing skills were rated as "poor" or "fair" by 70.2% of school deans. A lack of room in the curriculum was the most commonly cited constraint to the implementation of grant-writing courses, although others, such as conflicts with the scheduling and logistics, and the limiting effect of accreditation standards on the curriculum, were also documented. The article is interesting and accessible, but it relies almost entirely on self-reporting in the surveys, it is subject to bias and dishonesty in the responses. This is useful in seeing an example of survey methodology to guide my own project.

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Example B Cusatis, C.,& Martin-Kratzer, R. (2010). Assessing the state of medical education in AAMC-accredited and non-accredited medical programs. Medical Educators, 64, 356-372. Through surveys, the authors assessed medical education in the United States, from both AAMC-accredited and non-accredited programs. Results indicated that few programs offered a grant-writing course specifically for the novice researcher. Instead, most relied on general education requirements and segments of core medical writing courses to provide students with grant writing and research skills. The average medical student's grant-writing skills were rated as "poor" or "fair" by 70.2% of school deans. A lack of room in the curriculum was the most commonly cited constraint to the implementation of grant-writing courses, although others, such as conflicts with the scheduling and logistics, and the limiting effect of accreditation standards on the curriculum, were also documented. The article is interesting and accessible, but it relies almost entirely on self-reporting in the surveys, it is subject to bias and dishonesty in the responses. This is useful in seeing an example of survey methodology to guide my own project.

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Example C Starks, B.C., Harrison, L., & Denhardt, K. (2011). Outside the comfort zone of the classroom. Journal of Nursing Education, 2, 203-225. doi:10.1080/10511253.2010.517773 This paper explains how service learning can be a valuable part of a student’s academic career. Service can be tied into a course and takes students outside of the classroom for a non-traditional, active learning experience that can impact not only their education, but their personal and professional lives. Examples of service learning in a nursing context are provided for other educators to encourage them to explore service learning projects in their own courses. The authors use a mixed methods approach to gather their data, and used STATA to analyze their results. However, their use of only survey data and three focus groups is not enough to draw definitive conclusions. Since the study was limited to only one semester of service learning, it does not demonstrate the impact of this learning in the long run, which would be useful to examine in future studies. Their examples support my proposal to demonstrate that learning can be achieved in non-traditional ways, and service learning can have a larger impact that regular classroom study. The examples and background in this article describe how teaching and learning has changed over time, and provides important perspective and context to inform my topic.

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Example C Starks, B.C., Harrison, L., & Denhardt, K. (2011). Outside the comfort zone of the classroom. Journal of Nursing Education, 2, 203-225. doi:10.1080/10511253.2010.517773 This paper explains how service learning can be a valuable part of a student’s academic career. Service can be tied into a course and takes students outside of the classroom for a non-traditional, active learning experience that can impact not only their education, but their personal and professional lives. Examples of service learning in a nursing context are provided for other educators to encourage them to explore service learning projects in their own courses. The authors use a mixed methods approach to gather their data, and used STATA to analyze their results. However, their use of only survey data and three focus groups is not enough to draw definitive conclusions. Since the study was limited to only one semester of service learning, it does not demonstrate the impact of this learning in the long run, which would be useful to examine in future studies. Their examples support my proposal to demonstrate that learning can be achieved in non-traditional ways, and service learning can have a larger impact that regular classroom study. The examples and background in this article describe how teaching and learning has changed over time, and provides important perspective and context to inform my topic.

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tinyurl.com/y7s8uu44 PRACTICE

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POLL Do you feelmore confident in preparing your article critique after participating in this workshop?

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cc: Valerie Everett- https://www.flickr.com/photos/66742614@N00 QUESTIONS?

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STEPS TO CREATINGAN ANNOTATED BIBLIOGRAPHY Find Your Sources Read your Sources Prepare your notes Cite your sources Write Critique Review Critique

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STEP 6: REVIEWCRITIQUE Annotate your critique.

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LIBRARY RESOURCES Guide forEducation guides.library.jhu.edu/education Library Research Modules in Blackboard Lit Review Guide guides.library.jhu.edu/lit-review

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CITING RefWorks Guide guides.library.jhu.edu/refworks RefWorks Workshop Tuesday,Sept. 12, 6:30pm jhu.libcal.com/event/3527771 EndNote Workshop Monday, Sept. 18, 11am jhu.libcal.com/event/3544145

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FINAL THOUGHTS tinyurl.com/zcoad68 Give usyour feedback.

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cc: Valerie Everett- https://www.flickr.com/photos/66742614@N00 QUESTIONS? Liz: emjohns@jhu.edu Carrie: cprice17@jhmi.edu

Article Critiques 1 Fall 2017

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