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Developing an Innovative, Integrated Curriculum to Teach Information Literacy and Management Skills to First Year Medica

Developing an Innovative, Integrated Curriculum to Teach Information Literacy and Management Skills to First Year Medical Students. Linda J. Collins, MSLS, AHIP User Services Librarian; School of Medicine Specialist Health Sciences Library University of North Carolina at Chapel Hill.

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Developing an Innovative, Integrated Curriculum to Teach Information Literacy and Management Skills to First Year Medica

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  1. Developing an Innovative, Integrated Curriculum to Teach Information Literacy and Management Skills to First Year Medical Students Linda J. Collins, MSLS, AHIP User Services Librarian; School of Medicine Specialist Health Sciences Library University of North Carolina at Chapel Hill

  2. Setting: University of North Carolina at Chapel Hill

  3. UNC-Chapel Hill Health Sciences Library • Primary library for the UNC-CH schools of Dentistry, Medicine, Nursing, Pharmacy, Public Health and UNC Hospitals • “The library provides access to information and knowledge and educates users to manage information and knowledge” • Educational programs:138 (2003-4) • Participants in educational programs: 3,778

  4. UNC-Chapel HillSchool of Medicine • Public medical school with top rankings in research, primary care and selected specialty areas (e.g. geriatrics, oncology) • Strong mission of service to the state of North Carolina • Admissions process stresses ethnic and cultural diversity (minorities: 28.4%) • First year class – 160 students (20 non-NC)

  5. Background: School of Medicine 1st year curriculum • Traditional basic science courses • Biochemistry, cell biology, immunology, pathology, anatomy, physiology, neurobiology, etc. • Two clinically-related offerings • “Introduction to Clinical Medicine” • “Medicine and Society” • Introduction to clinical case thinking • “Breast Cancer Case” • Problem-based clinical cases • HIV, hypercholesterolemia, diabetes, etc.

  6. Evolution of the Pre-Clinical Informatics class • Library staff had played a minor role in previous 1st year introductory computing course • “Managing the Medical Computing Environment” • Course name and structure changed in 2002 • “Pre-Clinical Informatics” • Incorporated new learning technologies in 2003 • Online options in response to student feedback • SofTV: create multi-media e-learning modules • Introduced pre- and post-testing in 2004

  7. Pre-Clinical Informatics class • Required for all first-year medical students • Focus: building information literacy skills • Assignments based on clinical cases incorporated in the basic science curriculum • Conventional lectures supplemented by online multi-media courseware • Clinician guest lecturers in first and last sessions • Working physicians reinforce the importance of these skills - help with credibility of the effort

  8. Collaborative work • Course director: Eve Juliano, head, Educational Technology Group, Office of Information Systems • ETG designs and develops web applications • Also produce video and other digital media; coordinate and deliver videoconferencing for the SOM • Other ETG staff critical to course development; some teaching activities • Health Sciences librarian is a full partner in the effort • Co-developer and course designer • Teach 6 of the 8 class sessions

  9. General course objectives • Objective I • Students will develop skills to effectively locate, search and retrieve biomedical information  • Objective II • Students will develop skills to effectively search the MEDLINE database using the PubMed system

  10. General course objectives • Objective III • Students will be able to both critically evaluate and properly cite their information sources  • Objective IV • Students will be able to use appropriate technology to effectively communicate and share ideas online

  11. Course planning process: 2003 • Change to course design and content required multiple planning meetings • Weekly from February to August • Multiple meetings with basic science faculty members needed to coordinate teaching efforts • Developing scripts and PowerPoint files for videotaped portions of online modules required lots of thought and revision

  12. Course planning process: 2004 • Built heavily on existing content from 2003 • Pre-existing relationships with faculty greatly aided the process • Linked EBM session to the pivotal clinical case for 1st year students: Breast Cancer Case • Also coordinated EndNote session with this case • Required students to do more independent literature searching for the case • Added HIPAA session

  13. PCI schedule: part I

  14. PCI schedule: part II

  15. PCI schedule: part III

  16. Sample from resources page

  17. Sample online module page

  18. Sample online module page

  19. Sample assignment

  20. Pre-Test sample questions • 1. Which of the following would be the best resource to use when looking for reliable, concise information on the interaction between coumadin and phenytoin? • A. PubMedB. CochraneC. Harrison'sD. Lexi-CompE. GoogleF. I do not know the answer to this question • 5. What Medical Subject Heading (MeSH term) is used for searching PubMed for information on beta blockers?

  21. Challenges • Gaining the support of key School of Medicine faculty members • Scheduling PCI sessions to closely coordinate with basic science classes • Making assignments truly relevant • Competing with time needed for very challenging 1st year classes • Overcome the prevailing student mentality that “we already know how to do this”

  22. Successes • Documented improvements in students’ PubMed knowledge and searching skills • Established a strong presence in the 1st year medical school curriculum • Increased faculty and administrator awareness of the need to incorporate regular reinforcement of EBM principles and information literacy skills

  23. Lessons learned • Students at this stage often reluctant to acknowledge they need help with building information literacy skills • Highly relevant, point-of-need instruction has the best chance of “sticking” • Collaborative partnerships are crucial to the success of this kind of endeavor

  24. What’s next? • Everything changes! UNC SOM decided to switch to a block approach for Fall 2005 • Block 1 (“Molecules to Cells”) will incorporate portions of PCI curriculum • Need to be a strong presence in ongoing clinical cases • Lessons learned will provide groundwork and guidance for adapting to new scenarios

  25. For further information • MLA DocKit: Informatics in Health Sciences Curricula, revised edition • Barnett, S. H., S. Kaiser, et al. (2000). "An integrated program for evidence-based medicine in medical school." Mt Sinai J Med67(2): 163-8. • Berner, E. S., J. J. McGowan, et al. (2002). "A model for assessing information retrieval and application skills of medical students." Acad Med77(6): 547-51.

  26. For further information • Brettle, A. (2003). "Information skills training: a systematic review of the literature." Health Info Libr J20 Suppl 1: 3-9. • Burrows, S. C. and V. Tylman (1999). "Evaluating medical student searches of MEDLINE for evidence-based information: process and application of results." Bull Med Libr Assoc87(4): 471-6. • Garg, A. and K. M. Turtle (2003). "Effectiveness of training health professionals in literature search skills using electronic health databases--a critical appraisal." Health Info Libr J20(1): 33-41.

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