Phar 6742: Evidence-based Problem Analysis (EPA): Part 1 (of

b) personally relevantc) cannot be answered quickly or by simply examining a single source forfactual informationConduct a preliminary search using Google on each of the questions todetermine availability and quantity of existing research. Be prepared to presentthe questions and preliminary results in class.Week 3(Jan 26)TC in Moos1-450;Duluth in165 LsciLITERATURESEARCHFaculty:TC: Pakhomov andFrank Sayre (UMNlibrary)Duluth: RumbleyActivity: Group discussion of research questions and preliminary search resultsfrom previous week. Select the best of 3 topics. 2-3 students will be called uponat random to present to the whole class.Assessment 3: Quiz on key characteristics of good and bad researchquestions.Faculty presentation: Presentation on the size, complexity, and organizationof health science literature, how to select resources to answer your questions,and the difference between clinical and research searching. Overivew ofPubmed/Medline through pubmed.gov and Ovid Medline. Overview of how tosearch for gray literature.Activity: Students work in groups to define search terms and performsomething they are interested in, using several databases and methods, with afocus on literature typesAssignment: Practice defining search queries and performing searching viaOvid or PubMed for the best selected topic from the Group Discussion activity.Be prepared to explain and defend your search strategy in class.Week 4(Feb 2)TC in Moos1-450;Duluth in165 LsciWeek 5(Feb 9)TC in Moos1-450;Duluth in165 LsciLITERATURESEARCHFaculty:TC: Pakhomov andFrank Sayre (UMNlibrary)Duluth: WelageActivity: Students work in groups to present to each other and defend theirsearch strategy for the selected topic. 2-3 students will be called upon atrandom to present to the whole class.Assessment 4: Quiz on literature searching.Assignment: Search for “systematic reviews” on PubMed on a topic of yourchoosing and read 1-2 review article(s) resulting from the search. If no results,modify the topic or select something else of interest until you find a review toread. Be prepared to describe and discuss the author’s search strategy.ORGANIZINGSEARCH RESULTSActivity: All-class discussion of search strategies used in 1-2 Cochrane reviewsarticles.Faculty:TC: Pakhomov andFrank SayreDuluth: WelageFaculty presentation on using citation managers (Mendeley and Zotero)Activity: Write And Cite: Group exercise on creating a bibliography using acitation manager. Select 5 published papers to cite. Import into reference7

manager. Set the output format to APA. Generate Reference list. Set output toMLA format. Generate Reference list. Export citations from RefWorks to Zoteroand vice versa.Assessment 5: Quiz on bibliography and citation managersAssignment: Prepare and submit on Moodle the most viable researchquestion, search strategy and bibliography you have so far. 2-3 submissions willbe selected at random for in-class discussion.Feb 1312pm-4:30pm(Location TBA)RESEARCH DAY – please be sure to attend! See Moodle for activitysuggestions.Week 6(Feb 16)TC in Moos1-450;Duluth in165 LsciRESEARCH TOPICDEVELOPMENTWORKSHOPFaculty demonstration: Working with a collection of over 4500 questionsasked by patients as a source of a research topic. Practice convertingquestions into PICO statements.Faculty:TC: PakhomovDuluth: RumbleyActivity: Examine a collection of clinical questions that patients ask inmedical questions all collections.xlsx file. Select 2-3 questions and turn theminto PICO format.Activity: Students discuss their possible research questions in groups of 4-6people. The objective is to obtain feedback from classmates on selecting,refining and revising the research question. Faculty and TAs will hold individualand group consultations throughout the class period.Week 7(Feb 23)TC in Moos1-450;Duluth in165 LsciSTUDY DESIGNSPRIMERWeek 8(March 2)TC in Moos1-450;Duluth in165 LsciRESEARCHPROPOSALFaculty:TC: PakhomovDuluth: RumbleyFaculty:TC: PakhomovDuluth: WelageFaculty presentation: on major study designs discussed in the literatureevaluation course and their strengths and weaknesses. Discussion of levels ofevidence and criteria used to determine the strength of evidence (e.g.,PRISMA)Activity: Work in groups to apply levels of evidence rules to 3-4 scientificarticles selected by students for their topics.Faculty presentation:Review of well-constructed questions and instruction on writing a researchproposal and how to evaluate it.Activity: Start formulating a research proposal by outlining:a) Overall research question and rationale for pursuing itb) Specific hypotheses and methodsc) Anticipated results and their significanceAssessment 6 (due Week 9): Quiz on study designsAssignment: Develop a rough draft 1-1.5 page research proposal and beprepared to present it to classmates.8

Week 9(March 9)TC in Moos1-450;Duluth in165 LsciPROVIDINGCONSTRUCTIVEFEEDBACKFaculty presentation on how to provide constructive feedback and how tosurvive harsh criticismActivity: Present your draft of research proposal to classmates in groups toget feedback.Faculty:TC: PakhomovDuluth: RumbleyAssessment 7 (due Week 12): Submit a refined project proposal on Moodlefor evaluation and feedback.Assignment: Schedule a meeting with your faculty adviser in the next 2weeks to present your research project proposal and receive feedback.March 12 –16: SpringbreakWeek 10(March 23)TC in Moos1-450;Duluth in165 LsciRESEARCHPROPOSALWORKSHOPActivity: Present the research proposal to classmates in groups. Faculty andTA’s provide individual consultations.Faculty:TC: Pakhomov andSayreDuluth: HagerAssessment 8 (due Week 11): Provide peer-feedback on 3 randomlyassigned proposals from classmates.Week 11(March 30)TC in WDH7-135;Duluth in165 LsciRESEARCHPROPOSALWORKSHOPActivity: Students work individually or in groups to address feedback frompeers and faculty. Course directors will discuss select cases and provideindividual consultations.Week 12(April 6)TC in Moos1-450;Duluth in165 LsciREPORTINGSYSTEMATIC LITREVIEW METHODSAND RESULTSResearchDayFaculty:TC: PakhomovDuluth:Rumbley/WelageFaculty:TC: PakhomovDuluth: WelageFaculty presentation: on how to present the methods used for systematicliterature review. Discussion of Table 1 (search flow).Activity: Students practice creating Figure 1 based on their own search resultsand Table 1 based on already extracted data.Assessment 9: (due Week 14): Write and submit on Moodle the Proposal andMethods sections for initial review. This deliverable should also contain Table 1and all references.Required Assignment: Schedule a meeting with faculty advisor in the next 2weeks to receive feedback.Week 13METHODSActivity: Students work individually or in groups on writing the Methods section9

(April 13)TC in Moos1-450;Duluth in165 LsciWORKSHOPFaculty:TC: PakhomovDuluth: LittleWeek 14(April 20)TC in Moos1-450;Duluth in165 LsciMETHODSWORKSHOP– faculty and TA’s are available for consultationActivity: Students work individually or in groups on writing the Methodssection – faculty and TA’s are available for consultationFaculty:TC: PakhomovDuluth: RumbleyApril 27 –PharmacyDayWeek 15(May 4)TC in Moos1-450;Duluth in165 LsciDISCUSSINGSYSTEMATIC LITREVIEW RESULTSFaculty Presentation: on the difference between summarizing andsynthesizing. Tips for writing the Discussion and Conclusion sections.Activity: Students work in groups to polish their final deliverables.Faculty:TC: PakhomovDuluth: RumbleyAssessment 10 (due last day of exam week - May 11): Submit the finalversion of the Project proposal and Methods deliverables by last day of examweek. No topic or advisor changes will be permitted after this point!SummerBreakEPA 2PD3 FallSemesterFINAL PAPER andPRESENTATIONSubmit final paper and presentation (exact due date is TBD)CONFERENCE DAYStudents prepare for their presentations and present their work.* Subject to change at course instructor’s discretion. In particular, the instructors and activities for each classsession may change as the course progresses. We will inform students of any changes as soon as possible.10

ASSESSMENT & GRADINGThe following graded assessments will count toward your final grade for this course in the following amounts:#AssignedDueTitleBrief descriptionPoints% offinalgrade1Week 1In classAssessment 1: Online quiz on course expectations andrequirements11%2Week 2In classAssessment 2: Online quiz on purpose and elements ofsystematic literature reviews44%3Week 3In classAssessment 3: Online quiz on characteristics of good andbad research questions55%4Week 4Week 5by start ofclassAssessment 4: Online quiz on literature searching55%5Week 5In classAssessment 5: Online quiz on bibliography and citationmanagers55%6Week 8Week 9by start ofclassAssessment 6: Online quiz on research study designs andlevels of scientific evidence55%7Week 9Week 12by start ofclassAssessment 7: Students submit a 1-1.5 page Proposalfor the project they plan to pursue for the rest of the course.2525%8Week 10Week 11by start ofclassAssessment 8: Students provide peer-feedback on 3proposals by other students1515%9Week 12Week 14by start ofclassAssessment 9: Submit a draft of the Methods section ofthe paper for peer and faculty feedback.1010%10OpenLast dayof examweekAssessment 10: Submit the final Proposal and theMethods section of the paper for faculty evaluation andfeedback.2525%100100%Total*Statement on Penalties for Late WorkUniversity Make-up Assignment Policy11

As a rule, we will not accept late assignments for full credit! However, late assignments may be excused under thefollowing conditions: illness (verified by note from a physician); a family emergency (verified by note from aprofessional in attendance); a University sponsored event (verified by a University official or a note from the leaderof the sponsoring organization); and military duties (verified by a note from a commander).In this course, assignments posted after the published deadline but before the next class period will be assessed a5-point penalty. Assignments posted after the start of class but within 72 hours will be assessed a 10-point penalty.The penalty points shall not exceed the points designated for that assignment. For example, if an assignment isworth 5 points but the submission is posted after the start of class and within the 72 hours window, the assignmentwill receive 0 points (rather than negative points).Assignments posted after 72 hours of the published deadline will receive zero points for theassignment, but MUST still be completed as a requirement of the course. Failure to complete theassignment will result in a “fail” grade for the course.12

ADDITIONAL INFORMATIONFeedback from course directors and faculty are not meant to make you feel inadequate; they are meantto help you learn by identifying areas for you to concentrate on moving forward. Whenever possible, takethis information in the spirit that it is offered: Constructive feedback that will provide milestone progresschecks in your learning.Other ways you can monitor your learning: Revisit the course objectives, and reflect honestly about what you are learning and where youmight need help. Take steps to get that help. Talk with your peers and compare your learning with theirs. Use your area of strength to helpothers; and ask others to help you. Much learning happens via conversation-- either formal orinformal. Check in with your course instructional team (instructors, teaching assistants, coursecoordinators) about areas of concern.GradingS/N (pass/fail) For EPA 1, students will receive a passing grade (S) if they earn at least 70 out of 100possible points listed in the Assignments and Grading section of this syllabus. Earning less than 70points will result in a failing grade for EPA 1.Note: Students must complete all course assignments in order to pass the course. No partial gradesare possible and will not be issued for incomplete assignments.Note: Points earned in EPA 1 do NOT transfer and are independent of the grade earned in EPA2. Thus, it may be possible (but not likely or advisable!) to earn a failing grade in EPA 1 and apassing grade in EPA 2.Attendance PolicyStudents are expected to attend every class for which they are registered. Students are expected toattend classes on the campus where they are enrolled. Full attendance is expected for the face-to-faceclass sessions. However, reasonable issues such as illness, natural disasters, or acts of Nature aresufficient to warrant an absence. Students who miss a class period (whether an excused absence or not)will be required to demonstrate to the course directors that the student meets the learning objectives forthe missed class session. Students are responsible for arranging such demonstrations of competencywith the course director on their respective campus.Honor CodeAcademic misconduct is any unauthorized act which may give a student an unfair advantage over otherstudents, including but not limited to: falsification, plagiarism, misuse of test materials, receivingunauthorized assistance and giving unauthorized assistance. Instructors or a fellow student may reportacademic misconduct during an exam to the Course Directors and the Honor Council for investigation.University of Minnesota and College of Pharmacy Policy Reference (Central Syllabus) This page13

includes all required UMN and CoP policies, e.g., Academic Freedom; Copyright; Course Evaluations;Disability Accommodations; FERPA, etc.Technology Requirements and HelpThe University of Minnesota computer requirements are listed here: http://www1.umn.edu/moodle/start/technical.html Students are required to bring laptop computers or electronic tablets to class each day to conductInternet searches of course-related topics as required during class. Each day, students are required to bring a device to class that is capable of interacting with theclassroom’s audience response system. Technology Help, Duluth: 218-726-8847 itsshelp@d.umn.edu Technology Help, Twin Cities: 612-301-4357 help@umn.eduCourse Materials Required course readings are provided on Moodle.Additional optional resources will be listed and linked where possible14

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APPENDIX16

Final Paper Required Content and FormatSectionFormatSpecificationsDetails 2500 words for the body of the paper (Introduction, Methods, Results,Discussion/Conclusion) Figures and tables do not count towards 2500word count. The word limit may be adjusted as needed if additionalprimary data will be used.Use either 12 point Times New Roman or 11 point Arial fonts (notboth), double spaced, 1” marginsNational Library of Medicine MEDLINE format for references and in-textcitations. Quick guide for most frequently cited types of literature:https://www.nlm.nih.gov/bsd/uniform requirements.html Title PageSuperscripts and subscripts used appropriately and pages numberedconsecutivelyAbbreviations appropriately definedNo spelling or punctuation errorsDo not adorn the paper (including the title page with graphics other thanFigures and Tables pertinent to the content of the paper)TIP: Refer to Citing Medicine, 2nd Edition as a more in-depth guide forciting literature http://www.nlm.nih.gov/citingmedicineTIP: Use the American Medical Association Manual of Style forsuggestions on acceptable writing practices including grammar,punctuation, formatting, etc. - http://www.amamanualofstyle.com/Title, author, course number, date of submission, advisor name if applicable,and copyright permission, if applicable.Table of Contents& Table of Figures& Tables Do not include a table of contents.Do not include a list of figures and tables. Insert figures and tables intothe text of the paper, preferably close to where the first reference to thetable or figure is made in the text.Abstract 250 words maximumUnstructured (No headings such as “Objective”, “Methods”, ”Results”,etc.)Includes a brief statement of the rationale/objective(s) of the paper, themethods used, and a summary of results and conclusions in freenarrative form.There should be no references in the abstract. KeywordsIntroductionList up to 5 keywords or phrases that one may use to find your paper if it were tobe published online. Use semicolon to separate keywords/phrases. Includes most relevant and brief background information with appropriatecitations to prior work.Statement of the problem or gap in knowledge being investigated,17

Methods Results including its significance to pharmacyClear statement of the Research Question, preferably in PICO format;however, other formats may be more appropriate for specific questionsthat don’t lend themselves to PICO format.Statement of the purpose/objective of the studyAny terms that the author expects to be unfamiliar to their audienceshould be defined in the Introduction.TIP: Some authors like to write the Introduction last. This way they knowwhat information they need to include in the Introduction for the readersto understand the rest of the paper more easilyTIP: As you work on your Proposal for EPA 1, think in terms ofconverting the Proposal to the Introduction in EPA 2. Many of the criteriafor the Proposal and Introduction are the same.Brief description and justification of the literature sourcesList of search terms and their Boolean (e.g., AND, OR) combinationsDescription and justification for selection criteria used to arrive at the finalset of articles for reviewDescription of how information was extracted from articlesDescription of of the data elements extracted from the articles that will beused in the final paper as column headings in the Table summarizing theproject results.Description of criteria used to evaluate the quality of evidence in eacharticle (e.g. CEBM criteria)Primary data (if used) - detailed methods used to collect and analyzedata, IRB approval, participants, sample size, etc. These elements varygreatly by individual study and should be determined in consultation withthe faculty advisor.Proper presentation of the findings/data in a clear, logical and organizedmanner"Study Selection Flow Diagram" (Figure 1) to show the process andresult of the selected articlesResults table (Table 1) listing all reviewed articles with their key dataelements and major findings selected for abstraction (as described in theMethods)Assessment of the quality of evidence presented in the reviewed articlesthe criteria stated in the Methods.Guidelines forincludingFigures/Tables: Only one figure/table per pageTables and figures are sufficiently large to see key elementsAll values

7-125F Weaver-Densford Hall 308 Harvard Street SE Minneapolis, MN 55455 Phone: 612-624-1198 Email pakh0002@umn.edu Dr. Jon N. Rumbley Assistant Professor Dept. of Pharmacy Practice and Pharmaceutical Sciences University of Minnesota-Duluth 127 LSci 1110 Kirby Dr. Duluth, MN 55812 Phone: 218-726-6047 email: jrumbley@d.umn.edu Teaching Assistants