http://himmelfarb.gwu.edu/tutorials/studydesign101/ index.html Understanding research and published studies is crucial as the world moves toward an evidence-based approach to medicine and other scientific fields. However, for students beginning to learn about study types, differentiating between the various types and their strength of evidence can be confusing. The librarians at the Himmelfarb Health Sciences Library at The George Washington University sought to explain the basic types and differences between types in a way that would resonate with students. The result is the Study Design 101 site. Study Design 101 organizes the information in two ways; an evidence pyramid diagram and supplemental resources. The primary focus is on the evidence pyramid and guiding students from case reports at the bottom to meta-analyses at the top of the pyramid. Clicking on each of the seven study types in the pyramid diagram produces a more detailed page, focused on that particular study type. On these pages a definition of the study type is provided, along with advantages and disadvantages of the type as well as possible design pitfalls common to that type of study. Examples, both fictitious and from the medical literature, are included to allow students to deepen their knowledge of a particular study type. Links to specific relevant formulas (e.g. sensitivity/specificity, false positive and false negative rates, relative risk, odds ratio, etc.), and pertinent terms with definitions (e.g. blinding/masking, correlation, confounding, null hypothesis, etc.) are also included for each individual study type. Finally, a few multiple choice or true/false questions are presented so students can test their knowledge of the particular study type. Students can work through each level of the pyramid in sequence or alternatively, jump from one type to another by clicking on the various levels in the evidence pyramid. The full sets of supporting materials are also linked across the top of the site including a compilation of common formulas, a glossary of terms with definitions, and a video tutorial on finding various study types in Ovid MEDLINE. Averaging over 700,000 hits per year, Study Design 101 is freely available under a Creative Commons license (Attribution-NonCommercial-NoDerivs 3.0 Unported). The Study Design 101 site can be linked in online courses or course materials as long as credit is given to the creators. The content was reviewed in 2011 by a professor of Epidemiology and Biostatistics for accuracy before the site was released to the public, and the site is also reviewed and updated annually. Written in jargon-free language at a tenth grade reading level, Study Design 101 is approachable for undergraduate and graduate students in most disciplines. The simple format and explanatory content helps students develop their information literacy skills; an important proficiency in critically assessing primary research papers—one of the key curricular skills recommended by the American Society for Biochemistry and Molecular Biology for undergraduate biochemistry and molecular biology majors [1]. Understanding how specific study designs can affect the strength of study results helps students to become better consumers of scientific material, as well as more informed creators when they are in a position to develop their own original research. This accessible approach to a challenging topic is one reason that Dr Ann Taylor decided to include the site in her undergraduate biochemistry course for non-science majors. In her course, Dr Taylor asks her students to evaluate medical claims made in the media. The Study Design 101 website is introduced in class, with a discussion about the evidence pyramid, the reasons for different study designs, and the advantages/disadvantages of each type. For homework the students are asked to search PubMed to find articles with specific study designs (e.g. case control, cohort, etc.) on a designated medical topic from the popular media. Each article is critically evaluated and students are then asked to support or refute the popular media’s medical claim, based on their assessment of the professional literature. Students refer back to the Study Design 101 website for additional information about the various study types, as needed. Volume 48, Number 1, January/February 2020, Pages 80–81 *To whom correspondence should be addressed. Tel.: +202-994-1825; Fax: +202-994-4343. E-mail: gomesa@gwu.edu. Received 27 February 2019; Revised 31 May 2019; Accepted 3 September 2019 DOI 10.1002/bmb.21306 Published online 9 October 2019 in Wiley Online Library (wileyonlinelibrary.com)

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注意网站：研究设计 101

http://himmelfarb.gwu.edu/tutorials/studydesign101/ index.html 随着世界朝着医学和其他科学领域的循证方法迈进，了解研究和已发表的研究至关重要。然而，对于开始了解研究类型的学生来说，区分各种类型及其证据强度可能会令人困惑。乔治华盛顿大学 Himmelfarb 健康科学图书馆的图书馆员试图以一种能够引起学生共鸣的方式解释基本类型和类型之间的差异。结果是研究设计 101 站点。Study Design 101 以两种方式组织信息；证据金字塔图和补充资源。主要重点是证据金字塔，并引导学生从底部的案例报告到金字塔顶部的元分析。单击金字塔图中的七种研究类型中的每一种，都会生成一个更详细的页面，重点是该特定研究类型。在这些页面上提供了研究类型的定义，以及该类型的优缺点以及该类型研究常见的可能设计缺陷。包括虚构的和医学文献中的例子，让学生加深对特定研究类型的知识。与特定相关公式（例如灵敏度/特异性、假阳性和假阴性率、相对风险、优势比等）的链接以及具有定义的相关术语（例如盲法/掩蔽、相关性、混杂、零假设等）是还包括每个单独的研究类型。最后，提供了一些多项选择或真/假问题，以便学生可以测试他们对特定学习类型的知识。学生可以按顺序完成金字塔的每个级别，或者通过单击证据金字塔中的各个级别从一种类型跳转到另一种类型。全套支持材料也在网站顶部链接，包括常用公式汇编、带定义的术语表以及在 Ovid MEDLINE 中查找各种研究类型的视频教程。Study Design 101 平均每年点击量超过 700,000 次，可根据知识共享许可（署名-非商业性-NoDerivs 3.0 未移植）免费提供。只要给予创作者学分，就可以将 Study Design 101 网站链接到在线课程或课程材料中。在网站向公众发布之前，该网站于 2011 年由流行病学和生物统计学教授对其准确性进行了审查，并且该网站每年都会进行审查和更新。学习设计 101 以十年级阅读水平的无行话语言编写，对大多数学科的本科生和研究生来说都是平易近人的。简洁的格式和说明性的内容，帮助学生培养信息素养；批判性地评估初级研究论文的重要能力——美国生物化学和分子生物学学会推荐的本科生物化学和分子生物学专业的关键课程技能之一 [1]。了解具体的学习设计如何影响学习结果的强度有助于学生成为科学材料的更好消费者，以及更有见识的创作者，当他们能够发展自己的原创研究时。这种针对具有挑战性的主题的易于理解的方法是 Ann Taylor 博士决定将该站点纳入其非科学专业的本科生物化学课程的原因之一。在她的课程中，泰勒博士要求她的学生评估媒体上的医疗声明。课堂上介绍了研究设计 101 网站，讨论了证据金字塔、不同研究设计的原因以及每种类型的优缺点。对于家庭作业，要求学生搜索 PubMed 以从流行媒体中查找关于指定医学主题的具有特定研究设计（例如病例对照、队列等）的文章。每篇文章都经过严格评估，然后要求学生支持或反驳大众媒体的医学主张，根据他们对专业文献的评估。学生可根据需要参考 Study Design 101 网站，了解有关各种学习类型的更多信息。第 48 卷，第 1 期，2020 年 1 月/2 月，第 80-81 页 *信件应寄给谁。电话：+202-994-1825；传真：+202-994-4343。电子邮箱：gomesa@gwu.edu。2019 年 2 月 27 日收到；2019 年 5 月 31 日修订；2019 年 9 月 3 日接受 DOI 10.1002/bmb.21306 于 2019 年 10 月 9 日在线发布在 Wiley 在线图书馆 (wileyonlinelibrary.com) gomesa@gwu.edu。2019 年 2 月 27 日收到；2019 年 5 月 31 日修订；2019 年 9 月 3 日接受 DOI 10.1002/bmb.21306 于 2019 年 10 月 9 日在线发布在 Wiley 在线图书馆 (wileyonlinelibrary.com) gomesa@gwu.edu。2019 年 2 月 27 日收到；2019 年 5 月 31 日修订；2019 年 9 月 3 日接受 DOI 10.1002/bmb.21306 于 2019 年 10 月 9 日在线发布在 Wiley 在线图书馆 (wileyonlinelibrary.com)