1 / 21

Jill Boruff, MLIS Aliki Thomas, PhD, OT (c), erg.

Transforming Learning: Integrating Evidence-Based Practice and Information Literacy Skills in Teaching Physical and Occupational Therapy Students. Jill Boruff, MLIS Aliki Thomas, PhD, OT (c), erg. School of Physical and Occupational Therapy. Context. Liaison model implemented in 2007

ganesa
Download Presentation

Jill Boruff, MLIS Aliki Thomas, PhD, OT (c), erg.

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Transforming Learning: Integrating Evidence-Based Practice and Information Literacy Skills in Teaching Physical and Occupational Therapy Students Jill Boruff, MLIS Aliki Thomas, PhD, OT (c), erg. School of Physical and Occupational Therapy

  2. Context • Liaison model implemented in 2007 • New professional Master’s programs in physical therapy and occupational therapy in 2007-2008 • Ideal instructional context and environment for collaboration with faculty Jill Boruff, MLIS jill.boruff@mcgill.ca Life Sciences Library McGill University

  3. Context COURSE: POTH 250 Health Care Delivery • 45-minute lecture on library resources traditionally in this course • All physical therapy and occupational therapy first year undergraduates • Dr. Aliki Thomas approached me to offer lecture and workshop in this course. Jill Boruff, MLIS jill.boruff@mcgill.ca Life Sciences Library McGill University

  4. Instructional activities • 90 minute lecture • 90 minute workshop • 1 searching assignment worth 10% of their final mark Jill Boruff, MLIS jill.boruff@mcgill.ca Life Sciences Library McGill University

  5. Goal of our collaboration • To provide introductory knowledge and skills in steps 1 and 2 of the EBP process so that students might begin to emulate it Jill Boruff, MLIS jill.boruff@mcgill.ca Life Sciences Library McGill University

  6. Evidence-Based Practice and Information Literacy Formulating the clinical question Formulating the clinical question Evaluating the Process The information literate student determines the nature and extent of the information needed. Searching the Evidence Searching the Evidence • The information literate student accesses needed information effectively and efficiently. Incorporating evidence into decision-making Appraising the Evidence Information Literacy Competency Standards for Higher Education. http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf

  7. Information Literacy Standards: A connection with Evidence-Based Practice EBP Step 1: Formulating a clinical question Information Literacy Competency Standards for Higher Education. http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf

  8. Example activity from Lecture: Identifying resources

  9. Example Case Scenario Sara is a 75 year old who recently had a stroke and is having trouble using her left arm. The therapist who you are observing asks you to investigate the possibility of using virtual reality to improve Sara’s arm function.

  10. Information Literacy Standards: A connection with Evidence-Based Practice EBP Step 2: Searching the Evidence Information Literacy Competency Standards for Higher Education. http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf

  11. Example Lecture activity: Subject Heading and Keyword examples Medical Subject Headings (MeSH) Keywords The MeSHNeoplasms searches for articles that talk about:CancerTumorTumourNeoplasmNeoplasms There is no MeSH for constrained induced movement therapy so you must search: “constraint induced movement therapy” as a keyword. Jill Boruff, MLIS jill.boruff@mcgill.ca Life Sciences Library McGill University

  12. Your case scenario: Mr. Johnson is a 44 year old car mechanic with chronic back pain due to a herniated disk sustained 7 months ago. He has decided to go to a private clinic for treatment. His therapists are considering using TENS (transcutaneous electrical nerve stimulation) to alleviate the pain. Question 1: What are the main concepts of this case? Jill Boruff, MLIS jill.boruff@mcgill.ca Life Sciences Library McGill University

  13. Your case scenario: Mr. Johnson is a 44 year old car mechanic with chronic back pain due to a herniated disk sustained 7 months ago. He has decided to go to a private clinic for treatment. His therapists are considering using TENS (transcutaneous electrical nerve stimulation) to alleviate the pain. Question 2: For each concept, please find the appropriate Medical Subject Heading or limit. If there is no MeSH for a concept, please list possible synonyms to search for the concept. Jill Boruff, MLIS jill.boruff@mcgill.ca Life Sciences Library McGill University

  14. Your case scenario: Mr. Johnson is a 44 year old car mechanic with chronic back pain due to a herniated disk sustained 7 months ago. He has decided to go to a private clinic for treatment. His therapists are considering using TENS (transcutaneous electrical nerve stimulation) to alleviate the pain. Question 3: Go into Ovid Medline and design a search strategy to retrieve references to relevant articles for your case scenario. Choose five relevant articles Jill Boruff, MLIS jill.boruff@mcgill.ca Life Sciences Library McGill University

  15. Your case scenario: Mr. Johnson is a 44 year old car mechanic with chronic back pain due to a herniated disk sustained 7 months ago. He has decided to go to a private clinic for treatment. His therapists are considering using TENS (transcutaneous electrical nerve stimulation) to alleviate the pain. Question 4: Find the full text of one of the five relevant articles that you found. Jill Boruff, MLIS jill.boruff@mcgill.ca Life Sciences Library McGill University

  16. Student marks -- 2010 Jill Boruff, MLIS jill.boruff@mcgill.ca Life Sciences Library McGill University

  17. Student marks -- 2011 N = 101 Jill Boruff, MLIS jill.boruff@mcgill.ca Life Sciences Library McGill University

  18. Observations on the assignment Increased confidence in building searches and finding results Problems using limits Misunderstanding difference between MeSH and keywords Jill Boruff, MLIS jill.boruff@mcgill.ca Life Sciences Library McGill University

  19. Benefits of our collaboration • Early exposure to Evidence-Based Practice and information literacy concepts promotes the development of baseline knowledge and skills upon which students can build during their remaining years in the professional programs • Inter-professional collaboration between faculty with discipline-specific knowledge and librarians with information literacy expertise allows for a more comprehensive and targeted design of course content and assignments • Physical therapy and occupational therapy professional programs benefit from the integration and evaluation of information literacy concepts in tandem with Evidence-based Practice skills Jill Boruff, MLIS jill.boruff@mcgill.ca Life Sciences Library McGill University

  20. Future plans Revaluate placement and/or design of assignment Assess third year students for long-term retention Revise third year information literacy workshop to reflect skills already taught in the first year Jill Boruff, MLIS jill.boruff@mcgill.ca Life Sciences Library McGill University

  21. Questions? Jill Boruff, MLIS jill.boruff@mcgill.ca Life Sciences Library McGill University

More Related