A survey study of evidence-based medicine training in US and Canadian medical schools

Blanco, María; Capello, Carol F.; Dorsch, Josephine L.; Perry, Gerald; Zanetti, Mary L.

doi:10.3163/1536-5050.102.3.005

Cited by 75 publications

(84 citation statements)

References 8 publications

(19 reference statements)

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“…35 To the authors' knowledge, this is the first study to specifically examine MLE curricula in US schools of pharmacy. The described curricula were similar in scope to curricula of evidence-based medicine in medical schools in the United States, Canada, and the United Kingdom, 36,37 although medical schools may include more formal education in the practice setting than pharmacy education. 38,39 A formal analysis of student MLE activities during APPEs should be conducted to allow measurement of evidencebased practice, 40 an important educational outcome.…”

Section: Discussionmentioning

confidence: 89%

Medical Literature Evaluation Education at US Schools of Pharmacy

O’Sullivan

Phillips

Demaris

2016

American Journal of Pharmaceutical Education

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Objective. To determine how medical literature evaluation (MLE) is being taught across the United States and to summarize methods for teaching and assessing MLE.Methods. An 18-question survey was administered to faculty members whose primary responsibility was teaching MLE at schools and colleges of pharmacy. Results. Responses were received from 90 (71%) US schools of pharmacy. The most common method of integrating MLE into the curriculum was as a stand-alone course (49%). The most common placement was during the second professional year (43%) or integrated throughout the curriculum (25%). The majority (77%) of schools used a team-based approach. The use of active-learning strategies was common as was the use of multiple methods of evaluation. Responses varied regarding what role the course director played in incorporating MLE into advanced pharmacy practice experiences (APPEs). Conclusion. There is a trend toward incorporating MLE education components throughout the pre-APPE curriculum and placement of literature review/evaluation exercises into therapeutics practice skills laboratories to help students see how this skill integrates into other patient care skills. Several pre-APPE educational standards for MLE education exist, including journal club activities, a teambased approach to teaching and evaluation, and use of active-learning techniques.

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Section: Discussionmentioning

confidence: 89%

Medical Literature Evaluation Education at US Schools of Pharmacy

O’Sullivan

Phillips

Demaris

2016

American Journal of Pharmaceutical Education

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“…In a larger survey by Blanco et al (2014), the authors found that librarians were not sharing innovative approaches. This study would have benefited from investigating whether participants are effective at communicating EBM teaching strategies.…”

Section: Commentarymentioning

confidence: 99%

“…Blanco, Capello, and Dorsch (2014) and Maggio et al (2016) have also reported on librarians' roles in EBM design, implementation, and assessment. The strength of this study is that it identifies librarians' perceptions of their own training needs.…”

Section: Commentarymentioning

confidence: 99%

Medical School Librarians Need More Training to Support their Involvement in Evidence Based Medicine Curricula

Conway

2016

EBLIP

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Objective – To describe the self-perceived role of librarians in developing evidence based medicine (EBM) curricula and identify their current and desired level of training to support these activities. Design – Multi-institutional qualitative study. Setting – Nine medical schools in Canada and the United States of America. Subjects – Nine librarians identified by medical school faculty as central to the provision of EBM training for medical students at their institution. Methods – The researchers designed a semi-structured interview schedule based on a review of the literature and their own experiences as librarians teaching EBM. The topics covered were; librarians’ perceptions of their roles in relation to the curriculum, the training required to enable them to undertake these roles, and their professional development needs. The interviews were conducted by telephone and then audio-recorded and transcribed verbatim. The authors present five main themes; curricular design, curricular deployment, curricular assessment, educational training, and professional development. Profiles were developed for each participant based on the latter two themes and from this information common characteristics were identified. Main Results – The participants described the importance of collaboration with faculty and student bodies when designing a curriculum. Information literacy instruction and specifically literature searching and forming a research question were taught by all of the participants to facilitate curricular deployment. Some of the librarians were involved or partly involved in curricular assessment activities such as formulating exam questions or providing feedback on assignments. Educational training of participants varied from informal observation to formal workshops offered by higher education institutions. All librarians indicated a willingness to partake in professional development focused on teaching and EBM. The subjects’ perceptions of their roles are supported by Dorsch and Perry’s themes of the librarian’s role in curricular design, deployment, and assessment. The educational training received by participants included formal training and experiential and self-directed learning activities. Finally, the librarians identified their professional development needs going forward. The majority of participants indicated that they would like to attend workshops run by universities or the Medical Library Association. Others wanted to invite and host guest speakers at their own institutions. Librarians identified financial restraints and geographic location as barriers to attending professional development events. Conclusion – Librarians can be actively involved in the delivery of EBM instruction in medical schools. However, they require additional educational opportunities to enable them to develop in this role. Online training could be a viable option for self-directed learning to overcome financial and geographic constraints.

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“…Health sciences librarians train health professions students and trainees in EBP question formulation, searching, and some critical appraisal skills [50][51][52].…”

Section: The New Challengementioning

confidence: 99%