Fake news and fake research: Why meta‐research matters more than ever

McGee, Richard G; Dawson, Amanda

doi:10.1111/jpc.15237

Cited by 2 publications

(1 citation statement)

References 53 publications

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“…For research as a whole and health science in particular, given the speed of data generation and the urgent need to publish, a systematic way of using the information accessed is often to assume that if it is referenced, it is true, without contrasting it or analysing it through a process of analysis and critical thinking [11]. Mainly as it is known that up to 34% of scientists have admitted to having carried out questionable research practices on some occasion [12] or that there is a frequency of 0.02% of article retraction in PubMed due to malpractice or mala praxis; this has been calculated based on the frauds discovered, which underestimates the accurate data, so that some authors suggest that up to 0.2% of the articles published may be fraudulent [13].…”

Section: Discussionmentioning

confidence: 99%

Fact-checking in Evidence-Based Medicine in Physiotherapy undergraduate students.

Perpiñá-Martínez,

Álvarez-Comino,

Quintana-Alonso

2023

Preprint

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Introduction Fact-checking is an innovative teaching methodology that allows training professionals who are critical of the information they receive, and comparing data to determine its validity by instilling in them an evidence-based work methodology, thus benefiting both their clinical practice and the quality and safety of the care they provide to their patients. The objective was to determine the effect of a training activity based on fact-checking and developed using learning-by-doing methodology in knowledge acquisition, research skills, and comparison of information by physiotherapist students, as well as to determine their satisfaction with the training activity. Methods Teaching innovation study carried out through a learning methodology based on learning-by-doing on fact-checking in physiotherapy. Twenty-five students participated, randomly divided into working groups. They selected and analysed the methodological quality of a treatment technique published in a scientific article and reproduced it under the same conditions. Then, they applied critical reasoning to the results obtained. The application and reasoning of the scientific method were assessed quantitatively, and the student’s understanding of the training activity was assessed qualitatively. Results The average grade obtained was 8.29. Satisfaction with the activity was 4.16 out of 5, highlighting the application to professional activity with 4.17/5. Finally, students highlighted the learning received on properly conducting scientific research. Conclusion A training action based on fact-checking and developed through learning-by-doing allows students to acquire the skills to assess the information they receive on physiotherapy critically and helps them to make better clinical decisions, always based on quality scientific evidence.

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Section: Discussionmentioning

confidence: 99%