Purpose: To measure improvement in evidence-based practice (EBP) question formulation skills in physician assistant (PA) students using a new approach that included a rubric.
Methods: Quasi-experiment study design featuring pre- and posttests in which the participants are their own controls using a paired t-test to measure skills improvement.
Results: Physician assistant students increased their skills in formulating EBP questions by a statistically significant margin.
Conclusions: This new approach to teaching EBP question formulation with its rubric offers a vehicle for training PA students in question formulation skills that is potentially more versatile than the conventional PICO (Population, Intervention, Comparison, and Outcomes) approach.
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