BUILDING SELF-CONFIDENCE IN EVIDENCE APPRAISAL AMONG PRECLINICAL MEDICAL STUDENTS THROUGH ABSTRACT INTERPRETATION: AN EXPERIENCE FROM AN INTRODUCTORY EPIDEMIOLOGY COURSE
A structured, individually accountable abstract-interpretation assignment embedded in a brief, intensive epidemiology course was associated with significant increases in students’ selfperceived academic reading competence, which support integration of focused research literacy activities into early undergraduate medica...