Integrating a Clinical Librarian to Increase Trainee Application of Evidence-Based Medicine on Patient Family-Centered Rounds

Herrmann, Lisa E.; Winer, Jeffrey C.; Kern, Jeremy; Keller, Susan; Pavuluri, Padmaja

doi:10.1016/j.acap.2016.11.005

Cited by 8 publications

(15 citation statements)

References 7 publications

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“…We found that the presence of a CL on inpatient rounds was associated with increased quantity and quality of clinical questioning and was subjectively perceived as improving participants’ EBM skills and changing patient care decisions. While similar findings have been reported [ 15 , 22 , 23 , 33 ], this study is novel in that it includes an evaluation of previously unexplored aspects of clinical questioning via direct observation of a CL’s effects on rounds. In addition, survey responses suggest that involvement of CLs in rounds can improve EBM skills and care management decisions.…”

Section: Discussionsupporting

confidence: 66%

“…Other studies, described in these reviews and elsewhere, propose that CLs positively affect clinicians by adding to the culture of learning and clinical teams’ question formulation, improving clinicians’ skill in searching the literature, and facilitating the implementation of evidence-based practices [ 2 , 28 – 32 ]. Only one existing study has objectively investigated how the presence of a CL affects clinical questioning on rounds, and it found that the presence of a CL was associated with increased trainee identification of clinical questions on rounds [ 33 ]. Other studies have been limited to self-reported surveys, and no study has investigated how the presence of a CL affects certain aspects of clinical question practices on rounds.…”

Section: Introductionmentioning

confidence: 99%

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Evaluating the impact of clinical librarians on clinical questions during inpatient rounds

Brian

Orlov

Werner

et al. 2018

jmla

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ObjectiveThe investigation sought to determine the effects of a clinical librarian (CL) on inpatient team clinical questioning quality and quantity, learner self-reported literature searching skills, and use of evidence-based medicine (EBM).MethodsClinical questioning was observed over 50 days of inpatient pediatric and internal medicine attending rounds. A CL was present for 25 days and absent for 25 days. Questioning was compared between groups. Question quality was assessed by a blinded evaluator, who used a rubric adapted from the Fresno Test of Competence in Evidence-Based Medicine. Team members were surveyed to assess perceived impacts of the CL on rounds.ResultsRounds with a CL (CLR) were associated with significantly increased median number of questions asked (5 questions CLR vs. 3 NCLR; p<0.01) and answered (3 CLR vs. 2 NCLR; p<0.01) compared to rounds without a CL (NCLR). CLR were also associated with increased mean time spent asking (1.39 minutes CLR vs. 0.52 NCLR; p<0.01) and answering (2.15 minutes CLR vs. 1.05 NCLR; p=0.02) questions. Rounding time per patient was not significantly different between CLR and NCLR. Questions during CLR were 2 times higher in adapted Fresno Test quality than during NCLR (p<0.01). Select participants described how the CL’s presence improved their EBM skills and care decisions.ConclusionsInpatient CLR were associated with more and improved clinical questioning and subjectively perceived to improve clinicians’ EBM skills. CLs may directly affect patient care; further study is required to assess this. CLs on inpatient rounds may be an effective means for clinicians to learn and use EBM skills.

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Section: Discussionsupporting

confidence: 66%

Section: Introductionmentioning

confidence: 99%

Evaluating the impact of clinical librarians on clinical questions during inpatient rounds

Brian

Orlov

Werner

et al. 2018

jmla

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“…It is important to have a librarian present at the point of teaching when the cases are presented. It helps the librarian more quickly and effectively respond to the learners' queries (Aitken et al, 2011;Blake et al, 2018;Gibbons & Werner, 2019;Herrmann et al, 2017;Yaeger & Kelly, 2014). Other prerequisites for an effective information service are speed of Internet connection and access to evidence based databases.…”

Section: Prerequisites Of Programsmentioning

confidence: 99%

“…The schedule of implementing information services strongly depended on the volume of assigned tasks that the librarian had to do alongside the duties of information services. In addition, information services which used telecommunications channels like phone or email (Brian et al, 2018;Gillum et al, 2018;Herrmann et al, 2017;Santos & Mariano, 2014;Weaver, 2011) could provide services during a wider span of time (Table 3).…”

Section: Schedule and Type Of Access To Information Servicesmentioning

confidence: 99%

Information Services in Evidence Based Medical Education: A Review of Implementation Trends

Khani¹,

Panahi²,

Pirsalehi³

et al. 2021

EBLIP

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Objective – Evidence based medical education requires supportive information services to facilitate access to the needed educational evidence. Information services designed specifically for evidence based medical education are limited or locally developed for educational units. For librarians to have an opportunity to cooperate efficiently with medical educators in evidence based medical education, they require an empirical prototype for transmission of clinical evidence at the right place and the right time. Therefore, there is a need to recognize types of information services which support evidence based medical education. The purpose of this review is to identify implementation trends of evidence based educational information services. Methods – We found related studies by implementing search strategies in PubMed, EMBASE, Web of Science, Scopus, LISTA, and Google Scholar with keywords like: evidence based medical education, information services, and library services. We used reference-checking and citation-checking of related articles for completing the process of locating relevant articles. After employing inclusion and exclusion criteria, we selected 11 articles for inclusion in the review and analyzed them using a narrative review technique. Results – After analyzing the results of the included studies, we identified two elements categorized as program development and five elements categorized as implementation trend. Prerequisites of program and the process of designing were essential parts of program development of information services. Schedule and type of access, how to receive educational-clinical questions, information services types, responding time, and providing evidence based outputs were the elements of the implementation process of educational supported information services. Conclusion – Designing an evidence based educational information service strongly depends on the information needs of learners at each educational level. Schedule and type of access to information service, time of responding to the received query, and preparation of evidence based output are essential factors in designing practical educational-developed information services.

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“…I also collaborate with a nurse, clinical librarian and clinical pharmacist to review new and existing patients. Clinical librarians facilitate our search for the best evidence to diagnose or treat medical conditions [6]; at the same time, we tailor the information to the level of the patients and families to ensure comprehension. Clinical librarians also search for and share patient-friendly education materials with families to help improve understanding, adherence and follow-ups.…”

Section: On Scope and Scale: Looking Back And Planning Forwardmentioning

confidence: 99%

On scope and scale: looking back and planning forward

Jirasevijinda¹

2017

Journal of Communication in Healthcare

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Integrating a Clinical Librarian to Increase Trainee Application of Evidence-Based Medicine on Patient Family-Centered Rounds

Cited by 8 publications

References 7 publications

Evaluating the impact of clinical librarians on clinical questions during inpatient rounds

Evaluating the impact of clinical librarians on clinical questions during inpatient rounds

Information Services in Evidence Based Medical Education: A Review of Implementation Trends

On scope and scale: looking back and planning forward

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