“Information Survival Skills”: a medical school elective

Abstract

Presenting a medical school elective is one possible outlet for intensive bibliographic instruction. Illustrating the flow of information from creation to management and presentation affords students an opportunity to understand information in context. This elective has been consistently ranked very high in student evaluations and led to new and expanded teaching opportunities.

Instructional methods used by health sciences librarians to teach evidence-based practice (EBP): a systematic review

“…Of the twenty-seven studies selected for inclusion, twenty-six were journal articles and one was an academic conference proceeding [14]. Sixteen articles, representing more than half of the publications in this set, were published in library and information science journals: seven in the Journal of the Medical Library Association [15][16][17][18][19][20][21], four in Medical Reference Services Quarterly [22][23][24][25], four in Health Information & Libraries Journal [26][27][28][29], and one in the Journal of the Canadian Health Libraries Association/Journal de l'Association des bibliothèques de la santé du Canada [30]. Ten articles were published in health sciences journals, including two in BMC Medical Education [31,32], three in the Journal of General Internal Medicine [33][34][35], and five in other health sciences journals [36][37][38][39][40].…”

“…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.…”

“…Five studies [17,22,32,34,36] included instruction in four out of five skills (all except assessment), and another seven studies [20,25,31,33,35,38,39] addressed three EBP skills, though which three of the five varied. For details on EBP steps covered in each study, refer to online only Table 1.…”

The Impact of Library Tutorials on the Information Literacy Skills of Occupational Therapy and Physical Therapy Students in an Evidence-Based Practice Course: A Rubric Assessment

“…18 Also, the library literature is full of case studies of IL courses using various instruction methods for various student populations that are well-received by students and faculty and show benefits at least in the short term. [19][20][21][22][23][24][25] The connection between IL and EBP has also been examined in the literature. Numerous articles assert the importance of IL as a basic building block of EPB.…”

Instructional methods used by health sciences librarians to teach evidence-based practice (EBP): a systematic review

“…Several did not specify which interface was used. As many of the studies taught multiple tools, Figure 2 outlines the frequency of all online resources that were taught as part of EBP instruc- Frequency distribution of resources taught in evidence-based practice * Studies referencing the sources shown: DARE [32]; DynaMed [20]; InfoPOEMS [25]; AccessMedicine [20,25]; PsycINFO [20,24]; ACP Journal Club [32,35,39]; CINAHL [24,39,40]; MDConsult [22,25,39]; Clinical Guidelines [20,22,29,38]; UpToDate [20,32,35,39]; Cochrane Library [19,20,24,25,29,32,34,35,38,39]; MEDLINE [14-17, 19-25, 27-40].…”