2005
DOI: 10.1111/j.1471-1842.2005.00559.x
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Impact of librarians in first‐year medical and dental student problem‐based learning (PBL) groups: a controlled study

Abstract: Background : Librarians at the University of Alberta have been involved with teaching undergraduate medical and dental education for several years. After 1 year of increased librarian involvement at the problem-based learning (PBL), small-group level, informal feedback from faculty and students suggested that librarians' participation in PBL groups was beneficial. There was, however, no real evidence to support this claim or justify the high demand on librarians' time.Objectives : The study aimed to determine … Show more

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Cited by 32 publications
(47 citation statements)
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“…Acquiring the best evidence (search strategy development, searching techniques, information sources, study selection, and acquiring of full text) was the most common step included, with all 27 studies addressing this skill during instruction. Asking an answerable question, clinical question development, and/or the PICO question format was second, with 22 of the 27 studies including this skill [15][16][17][18][19][20][22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37]. Twelve studies [17,18,20,22,25,29,31,32,34,36,38,39] addressed critical appraisal of evidence for 1 or more of the following: level of evidence based on hierarchy of evidence; study design; statistics use and reporting; therapy, diagnosis, or other question type-specific indicators such as likelihood ratios, number needed to treat, or absolute risk reductions; or evaluation criteria for qualitative and quantitative study designs, or for websites.…”
Section: Study Characteristicsmentioning
confidence: 99%
“…Acquiring the best evidence (search strategy development, searching techniques, information sources, study selection, and acquiring of full text) was the most common step included, with all 27 studies addressing this skill during instruction. Asking an answerable question, clinical question development, and/or the PICO question format was second, with 22 of the 27 studies including this skill [15][16][17][18][19][20][22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37]. Twelve studies [17,18,20,22,25,29,31,32,34,36,38,39] addressed critical appraisal of evidence for 1 or more of the following: level of evidence based on hierarchy of evidence; study design; statistics use and reporting; therapy, diagnosis, or other question type-specific indicators such as likelihood ratios, number needed to treat, or absolute risk reductions; or evaluation criteria for qualitative and quantitative study designs, or for websites.…”
Section: Study Characteristicsmentioning
confidence: 99%
“…PBL has been supported by librarians in various ways including tutoring, co-tutoring, collection development, the creation of toolkits, and liaison roles that involve student and tutor support (Eldredge, 2004;Eldredge, et al, 1998;Fitzgerald, 1996;Ispahany, et al, 2007;Koufogiannakis, Buckingham, Alibhait, & Rayner, 2005;Satterthwaite, Helms, Nouravarsani, Van Antwerp, & Woelfl, 1995). However, these early attempts to utilize the librarian within the PBL curriculum were not as focused as the one described in this paper.…”
Section: Evidencementioning
confidence: 99%
“…A trial done at the University of Alberta compared PBL groups with librarians as co-tutors to groups without, in regard to knowledge about health information. Based on a pre-and post-test given to the students in each group, the trial found that the groups with librarian co-tutors had a significant impact on the level of health information knowledge (Koufogiannakis, et al, 2005). Student evaluations of the librarian as a PBL tutor provide evidence that a librarian acting as a sole tutor can have an effect on the students' engagement in EBM behaviour.…”
Section: Evidencementioning
confidence: 99%
“…As early as 2001, Macklin was describing variations on implementing PBL into information literacy instruction. Building on the use of PBL techniques in medical school, Koufogiannakis et al (2005), among others, studied the efficacy of taking the PBL teaching technique and extending it into information literacy instruction delivered to medical school students. As PBL-based instruction moved into other disciplinary environments, such as engineering schools, librarians expanded their IL teaching to include PBL instruction for these students.…”
Section: Review Of Literaturementioning
confidence: 99%