Purpose
This pilot aims to study a way of integrating research and writing support into a university course along with content. Research and writing skills are not taught explicitly in most university courses, yet these skills are increasingly required both in and outside of the classroom.
Design/methodology/approach
An embedded, collaborative instructional team comprising the instructor, librarians and writing specialists re-designed a first-year inquiry-based learning course, incorporating research and writing instruction throughout, formative and summative assessments and a flipped classroom model. At the end of the course, each member of the team reflected on their collaborative and individual experiences. The team also surveyed students to gauge their perceptions of the research and writing sessions.
Findings
The team learned from this experience and noted a large, but rewarding, time commitment. The flipped classroom model allowed the tailoring of instruction to students’ needs but required more work by librarians to prepare content and to grade. Students indicated appreciation for repeated interactions with librarians and reported confidence to use the skills taught.
Originality/value
Embedding librarians throughout the course with a writing specialist, as well as involvement in grading, is novel – this may be the first example in the literature of “deep integration”. The concept of “embedded librarianship” can be enhanced by expanding librarian and other support roles in a course.
Aims
Improving the efficiency of clinical trials is key to their continued importance in directing evidence-based patient care. Digital innovations, in particular the use of electronic healthcare records (EHRs), allow for large-scale screening and follow up of participants. However, it is critical these developments are accompanied by robust and transparent methods that can support high-quality and high clinical value research.
Methods and results
The DaRe2THINK trial includes a series of novel processes, including nationwide pseudonymized pre screening of the primary-care EHR across England, digital enrolment, remote e-consent, and ‘no-visit’ follow up by linking all primary- and secondary-care health data with patient-reported outcomes. DaRe2THINK is a pragmatic, healthcare-embedded randomized trial testing whether earlier use of direct oral anticoagulants in patients with prior or current atrial fibrillation can prevent thromboembolic events and cognitive decline (www.birmingham.ac.uk/dare2think). This study outlines the systematic approach and methodology employed to define patient information and outcome events. This includes transparency on all medical code lists and phenotypes used in the trial across a variety of national data sources, including Clinical Practice Research Datalink Aurum (primary care), Hospital Episode Statistics (secondary care), and the Office for National Statistics (mortality).
Conclusion
Co-designed by a patient and public involvement team, DaRe2THINK presents an opportunity to transform the approach to randomized trials in the setting of routine healthcare, providing high-quality evidence generation in populations representative of the community at risk.
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