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I like these divisions - they transform a "general attitude of skepticism and curiosity" (which we often bemoan we cannot teach) into manageable "chunks" for the learner. How about another division on "numeracy" (From Goutham Rao's paper on this - as well as others, I'm sure) - understanding sampling, error/confidence and risk (absolute and relative)? John John Epling, MD, MSEd, FAAFP Associate Professor and Chair Department of Family Medicine Co-Director, Studying-Acting-Learning-Teaching Network (SALT-Net) Associate Professor, Public Health and Preventive Medicine SUNY-Upstate Medical University Syracuse, NY [log in to unmask] Clinical: http://www.upstate.edu/findadoc/eplingj Faculty: http://www.upstate.edu/faculty/eplingj >>> Michael Power 05/12/12 5:42 AM >>> Hello I am crowdsourcing ideas on an outline of critical appraisal skills --- comments on the following framework would be appreciated Thanks Michael CRITICAL APPRAISAL SKILLS 1. Scientific critical appraisal for inadvertent methodological weaknesses Approaches and checklists such as those of the Cochrane Collaboration, GRADE working group, AGREE, CONSORT, STARD, * 2. Forensic critical appraisal for deliberate distortion of the evidence Methods used for unethical marking such as ghost writing, seed trials, evergreening, off-label marketing Fraudulent manipulation of data/analysis 3. Cognitive critical appraisal for psychological pitfalls Theories about normal biases that affect decision-making e.g. those of Daniel Kahneman Theories about medical diagnosis and decision-making e.g. those of Pat Croskerry Empirical evidence misplaced optimism about research results e.g. the work of John Ioannidis