Report on accreditation learning sets in the West Midlands Region of the NHS

Giles, Gwen

doi:10.1046/j.1365-2532.2000.00292.x

Cited by 3 publications

(4 citation statements)

References 5 publications

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“…As will be seen later, these characteristics, identified from a longer list itemized by Giles, 11 are selected to reflect specific attributes of the Trent Evaluation Action learning Set (TEA‐Set).…”

Section: Action Learning Setsmentioning

confidence: 99%

“…These were the internal drivers for proposing an action learning set. An additional external driver, within the context of evidence‐based librarianship, was an account from West Midlands, which demonstrated that action learning could be appropriate for cross‐organizational learning on a regional basis 11 . The commissioner of the Evaluation, Peter Baker, the Regional Librarian, agreed to include action learning as an additional mechanism for evaluation.…”

Section: The Trent Evaluation Action Learning Setmentioning

confidence: 99%

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Working together: supporting projects through action learning*

Booth

Sutton

Falzon

2003

Health Info Libraries J

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Recent years have seen tremendous growth in knowledge management projects within the NHS. Project staff must acquire rapidly a wide range of task-related skills. Conventional training courses may be inappropriately timed or unavailable to project staff. Action learning provides a group-based means of meeting skills deficits associated with project management and delivery. This paper describes an action learning set for project staff on five knowledge management projects within Trent Region. A brief evaluation aimed to identify most and least useful and most and least enjoyable features of the action learning set. Comments on the facilitation and the content of the action learning sessions are analysed. Action learning is feasible in meeting the training needs of project staff. It may also provide a means of meeting the shared learning needs of communities of practice within a virtual environment. Knowledge management does not merely involve management and delivery within innovative projects but also requires exploiting shared learning across projects.

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Section: Action Learning Setsmentioning

confidence: 99%

Section: The Trent Evaluation Action Learning Setmentioning

confidence: 99%

Working together: supporting projects through action learning*

Booth

Sutton

Falzon

2003

Health Info Libraries J

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“…The training approaches of the MLA SR Project teams might be loosely described as learning-by-doing or experiential learning, which likely incorporates elements from a variety of learning mechanisms whose composition varied across teams. Studies of professional development combining experiential learning with work-related tasks [ 5 , 27 ] and our own project evaluation provide preliminary evidence that a “learning by doing” approach is worth evaluating more thoroughly as a mechanism for professional development.…”

Section: Discussionmentioning

confidence: 93%

Learning while doing: program evaluation of the Medical Library Association Systematic Review Project

Boden

Ascher

Eldredge

2018

jmla

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ObjectivesThe Medical Library Association (MLA) Systematic Review Project aims to conduct systematic reviews to identify the state of knowledge and research gaps for fifteen top-ranked questions in the profession. In 2013, fifteen volunteer-driven teams were recruited to conduct the systematic reviews. The authors investigated the experiences of participants in this large-scale, volunteer-driven approach to answering priority research questions and fostering professional growth among health sciences librarians.MethodsA program evaluation was conducted by inviting MLA Systematic Review Project team members to complete an eleven-item online survey. Multiple-choice and short-answer questions elicited experiences about outputs, successes and challenges, lessons learned, and future directions. Participants were recruited by email, and responses were collected over a two-week period beginning at the end of January 2016.ResultsEighty (8 team leaders, 72 team members) of 198 potential respondents completed the survey. Eighty-four percent of respondents indicated that the MLA Systematic Review Project should be repeated in the future and were interested in participating in another systematic review. Team outputs included journal articles, conference presentations or posters, and sharing via social media. Thematic analysis of the short-answer questions yielded five broad themes: learning and experience, interpersonal (networking), teamwork, outcomes, and barriers.DiscussionA large-scale, volunteer-driven approach to performing systematic reviews shows promise as a model for answering key questions in the profession and demonstrates the value of experiential learning for acquiring synthesis review skills and knowledge. Our project evaluation provides recommendations to optimize this approach.

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“…Bryant et al (2018) suggested that generating enhanced service models, workforce planning and development, quality and impact, resource discovery, and optimizing investment are needed for the transformation of health librarianship. Giles (2000) suggested that frequent meetings, extra training, and guidance would facilitate the librarians to be proactive in their roles especially during library inspection in the institutions. Dexter et al…”

Section: Literature Reviewmentioning

confidence: 99%

Towards Academic Medical Library Standards in India: A Call for Action

Narang

Vishwakarma²

2021

srels

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With the rapidly growing healthcare information, medical librarians' roles and responsibilities in health care institutions are expanding, more so in the present context of Corona virus pandemic. Librarians in western countries are engaged in organizing, managing information resources, and offering seamless access to library materials to their users, supporting them with online consultation and research services. Medical libraries in India are slow to pick up the necessary momentum. They are underrepresented in medical education, their roles and responsibilities meagerly defined in institutions' employment regulations and there is little in terms of medical library standards for India. Even the newly constituted National Medical Commission has not taken note of the role medical libraries can play going by its recently released 'Minimum Requirement for Annual MBBS Admissions Regulations 2020'. What should be minimum medical library standards, role of libraries in medical education in India? In order to answer these questions, the author reviewed: (i) higher education policy documents, inspection documents, UGC guidelines, and their coverage on libraries, (ii) standards developed by professional library associations, and (iii) publications on library standards in international journals. Medical education is a highly specialized area where serving librarians require a unique set of skills to meet the information needs of the diverse users of medical libraries. On reviewing these native documents, it was found that there is little content available for medical libraries to adopt in India. Therefore, to get a wider picture, library standards for higher education developed by professional library associations of the advanced countries were examined. Based on these, a model minimum standard for medical libraries in India is proposed. The right mix of resources, staff, funds, and infrastructure is important for the proper functioning of academic medical libraries in medical institutions. This will in turn enhance the quality of medical education, health care services, and research in the country.

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Report on accreditation learning sets in the West Midlands Region of the NHS

Cited by 3 publications

References 5 publications

Working together: supporting projects through action learning*

Working together: supporting projects through action learning*

Learning while doing: program evaluation of the Medical Library Association Systematic Review Project

Towards Academic Medical Library Standards in India: A Call for Action

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