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Objective Self‐efficacy, the internal belief that one can perform a specific task successfully, influences behavior. To promote critical appraisal of medical literature, rheumatology training programs should foster both competence and self‐efficacy for critical appraisal. This study aimed to investigate whether select items from the Clinical Research Appraisal Inventory (CRAI), an instrument measuring clinical research self‐efficacy, could be used to measure critical appraisal self‐efficacy (CASE). Methods One hundred twenty‐five trainees from 33 rheumatology programs were sent a questionnaire that included two sections of the CRAI. Six CRAI items relevant to CASE were identified a priori; responses generated a CASE score (total score range 0‐10; higher = greater confidence in one's ability to perform a specific task successfully). CASE scores' internal structure and relation to domain‐concordant variables were analyzed. Results Questionnaires were completed by 112 of 125 (89.6%) trainees. CASE scores ranged from 0.5 to 8.2. The six CRAI items contributing to the CASE score demonstrated high internal consistency (Cronbach's α = 0.95) and unidimensionality. Criterion validity was supported by the findings that participants with higher CASE scores rated their epidemiology and biostatistics understanding higher than that of peers (P

Peer Instruction is a popular pedagogical method developed by Eric Mazur in the 1990s. Educational researchers, administrators, and teachers laud Peer Instruction as an easy-to-use method that fosters active learning in K-12, undergraduate, and graduate classrooms across the globe. Research over the past 25 years has demonstrated that courses that incorporate Peer Instruction produce greater student achievement compared to traditional lecture-based courses. These empirical studies show that Peer Instruction produces a host of valuable learning outcomes, such as better conceptual understanding, more effective problem-solving skills, increased student engagement, and greater retention of students in science majors. The diffusion of Peer Instruction has been widespread among educators because of its effectiveness, simplicity, and flexibility. However, a consequence of its flexibility is wide variability in implementation. Teachers frequently innovate or personalize the method by making modifications, and often such changes are made without research-supported guidelines or awareness of the potential impact on student learning. This article presents a framework for guiding modifications to Peer Instruction based on theory and findings from the science of learning. We analyze the Peer Instruction method with the goal of helping teachers understand why it is effective. We also consider six common modifications made by educators through the lens of retrieval-based learning and offer specific guidelines to aid in evidence-based implementation. Educators must be free to innovate and adapt teaching methods to their classroom and Peer Instruction is a powerful way for educators to encourage active learning. Effective implementation, however, requires making informed decisions about modifications.