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

Swanberg, Stephanie; Dennison, Carolyn; Farrell, Alison; Machel, Viola; Marton, Christine; O’Brien, Kelly K.; Pannabecker, Virginia; Thuna, Mindy; Holyoke, Assako

doi:10.3163/1536-5050.104.3.004

Cited by 33 publications

(34 citation statements)

References 37 publications

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“…Another reason health sciences librarians may not appreciate the applicability of the Framework could include the constraints of typical health sciences librarian instructional efforts. In a recent systematic review of instructional methods that health sciences librarians used to teach EBP [ 15 ], nearly all of the included studies had clinician or researcher coauthors, suggesting librarians often work with teams of faculty to integrate EBP. The compromises required when working in a faculty team where curricula are already crowded may limit health sciences librarians’ abilities to significantly change their approaches.…”

Section: Discussionmentioning

confidence: 99%

Awareness, adoption, and application of the Association of College & Research Libraries (ACRL) Framework for Information Literacy in health sciences libraries

Schulte

Knapp

2017

jmla

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Objective:In early 2016, the Association of College & Research Libraries (ACRL) officially adopted a conceptual Framework for Information Literacy (Framework) that was a significant shift away from the previous standards-based approach. This study sought to determine (1) if health sciences librarians are aware of the recent Framework for Information Literacy; (2) if they have used the Framework to change their instruction or communication with faculty, and if so, what changes have taken place; and (3) if certain librarian characteristics are associated with the likelihood of adopting the Framework.Methods:This study utilized a descriptive electronic survey.Results:Half of all respondents were aware of and were using or had plans to use the Framework. Academic health sciences librarians and general academic librarians were more likely than hospital librarians to be aware of the Framework. Those using the Framework were mostly revising and creating content, revising their teaching approach, and learning more about the Framework. Framework users commented that it was influencing how they thought about and discussed information literacy with faculty and students. Most hospital librarians and half the academic health sciences librarians were not using and had no plans to use the Framework. Librarians with more than twenty years of experience were less likely to be aware of the Framework and more likely to have no plans to use it. Common reasons for not using the Framework were lack of awareness of a new version and lack of involvement in formal instruction.Conclusion:The results suggest that there is room to improve awareness and application of the Framework among health sciences librarians.

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Section: Discussionmentioning

confidence: 99%

Awareness, adoption, and application of the Association of College & Research Libraries (ACRL) Framework for Information Literacy in health sciences libraries

Schulte

Knapp

2017

jmla

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“…A systematic review of the literature on teaching evidence-based decision making conducted by Swanberg et al found that the majority of health sciences institutions teach it in the lecture format. 2 Indeed, teacher-centered lectures still prevail in U.S. health sciences institutions. [3][4][5][6] This instructional approach poses challenges to instructors and students.…”

mentioning

confidence: 99%

An Interactive Online Approach to Teaching Evidence‐Based Dentistry with Web 2.0 Technology

Zheng¹,

Bender²,

Reid³

et al. 2017

Journal of Dental Education

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At many dental schools, evidence-based dentistry (EBD) is taught in a traditional lecture format. To avoid the constraints of lectures, in 2012 the EBD unit was redesigned for online delivery at the Arthur A. Dugoni School of Dentistry at the University of the Pacific with a Web 2.0 tool called Voicethread. The aim of this study was to assess the impact of Voicethread-based online learning on students' perceptions of learning EBD, their participation and engagement, and their acceptance of this new online delivery approach. Students' perceptions were collected from two sources: a self-assessment quiz and a question on their self-reported preparedness in EBD from the 2014 American Dental Education Association (ADEA) Survey of Dental School Seniors. The Voicethread analytics tool provided data on students' participation and engagement. Students' responses to the survey questions on the self-assessment quiz provided data on their acceptance of Voicethread-based learning. The average score of the 124 students (91% of total) taking the quiz was 7.3 out of 8. The percentage of students who reported in the 2014 ADEA survey that they were "well prepared" in EBD was 45.2%, compared with the national average of 31.2%. Responses to this question for the Classes of 2013 and 2015, who received instruction in the traditional lecture format, were 35.2% and 34.6%, respectively. With Voicethread, students actively participated and interacted with their peers through questions and answers. They perceived Voicethread to be more effective than other delivery approaches and reported that it made learning more active and engaging. These findings suggest that Voicethread may be an effective tool for students to learn EBD since it adds interactivity to online learning.

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“…Many curricula for the education of health professionals now include evidence‐based practice. This follows national recommendations and fulfils accreditation requirements (Swanberg et al , ). There is also a strong emphasis in pre‐ and post‐registration preparation of nurses on knowledge of research methods; however, there is not an explicit focus on the practical application of research processes to control data quality and reliability and ensure ethical conduct.…”

Section: Suggestions For Futurementioning

confidence: 76%

What does the increasing prevalence of critical care research mean for critical care nurses?

Birch

Harris

Hopkins

2017

Nursing in Critical Care

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

Abstract: Background: Librarians often teach evidence-based practice (EBP) within health sciences curricula. It is not known what teaching methods are most effective.

Cited by 33 publications

References 37 publications

Awareness, adoption, and application of the Association of College & Research Libraries (ACRL) Framework for Information Literacy in health sciences libraries

Awareness, adoption, and application of the Association of College & Research Libraries (ACRL) Framework for Information Literacy in health sciences libraries

An Interactive Online Approach to Teaching Evidence‐Based Dentistry with Web 2.0 Technology

What does the increasing prevalence of critical care research mean for critical care nurses?

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