Using scenario-based training to promote information literacy among on-call consultant pediatricians

Abstract

BackgroundTraditionally, teaching hospital staff to search for medical information relies heavily on educator-defined search methods. In contrast, the authors describe our experiences using real-time scenarios to teach on-call consultant pediatricians information literacy skills as part of a two-year continuing professional development program.Case PresentationTwo information-searching workshops were held at Sahlgrenska University Hospital in Gothenburg, Sweden. During the workshops, pediatricians were presented with medical scenarios that were closely related to their clinical practice. Participants were initially encouraged to solve the problems using their own preferred search methods, followed by group discussions led by clinical educators and a medical librarian in which search problems were identified and overcome. The workshops were evaluated using questionnaires to assess participant satisfaction and the extent to which participants intended to implement changes in their clinical practice and reported actual change.ConclusionsA scenario-based approach to teaching clinicians how to search for medical information is an attractive alternative to traditional lectures. The relevance of such an approach was supported by a high level of participant engagement during the workshops and high scores for participant satisfaction, intended changes to clinical practice, and reported benefits in actual clinical practice.

Information literacy skills and training of licensed practical nurses in Alberta, Canada: results of a survey

“…To ensure patient safety, such interventions should thus also integrate published research findings in alignment with evidence‐based practice. In terms of teaching practice, possible models for achieving this are ‘scenario‐based training’ (Pettersson, Bjorkander, Bark, Holmgren & Wekell, ) or ‘problem‐based learning’ (Wenger, ) in which groups of learners are provided case studies to resolve collaboratively through the retrieval and use of evidence‐based information sources.…”

Combining learning for educators and participants in a paediatric CPD programme

“…The learning process for each learning module in the programme was based on three steps: 1) preparation , including reading assignments, 2) application of knowledge , for example, case discussions, and 3) assessments such as written, group-based home examination. During the implementation of the programme, we found that the participants’ diverse experience and expertise provided a strong interactive learning environment, in which the participants often had the capacity to take on the role of formal educators in their area of expertise [4, 6]. The participants in this programme made it very clear that they preferred adult learning principles to traditional lectures, both as participants and as educators (DH, PW 2014, unpublished data).…”

Flipped healthcare for better or worse

“…36,37 Consistent with prior research, our findings show that physicians often encounter barriers when answering clinical questions and seeking information online. [38][39][40] Medical information systems, for example, clinical support tools, tend to be organized by diseases, whereas information needs of physicians are focused on the patients' symptoms. Integrating a patient-centered approach has been suggested as a solution to this mismatch.…”