Background: Formulating questions that are both focused and answerable is an essential clinical skill for evidence-based practice (EBP). Possessing this skill can successfully launch research projects. Yet studies have depicted mixed results pertaining to the teaching of question formulation. This report describes introducing orthopaedic residents to question formulation and showcases an accompanying evaluation rubric originally developed for training second-year medical students.

Methods: In this prospective cohort study, a total of 23 orthopaedic residents at The University of New Mexico Health Sciences Center participated in a 1-hour training. The study included application exercises using an evaluation rubric for learners to assess each other’s formulated questions followed by faculty members’ feedback. A Likert scale was used to evaluate participant responses.

Results: Anonymous student evaluations rated the training and application exercises highly (>4.0 of 5.0 on the Likert scale).

Conclusions: Future collaborations with other residency programs could foster increased success rates in teaching question formulation skills. With these skills, orthopaedic residents could better integrate EBP into their daily clinical service and likely develop better clinical research questions.

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