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Dale Storie & Sandy Campbell John W. Scott Health Sciences Library

Moving Beyond Information Literacy Triage Developing a Comprehensive Instruction Program for a Medical Faculty. Dale Storie & Sandy Campbell John W. Scott Health Sciences Library. Introduction and Context:. Faculty of Medicine and Dentistry is very large and diverse:

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Dale Storie & Sandy Campbell John W. Scott Health Sciences Library

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  1. Moving Beyond Information Literacy TriageDeveloping a Comprehensive Instruction Program for a Medical Faculty Dale Storie & Sandy Campbell John W. Scott Health Sciences Library

  2. Introduction and Context: • Faculty of Medicine and Dentistry is very large and diverse: • 7 divisions, 20 departments, 25 research centres and institutes, 12 research groups • 826 full-time faculty • 1341 clinical faculty • 159 postdoctoral fellows • 1226 undergraduate students • 491 graduate students in 19 graduate programs • 822 residents in 54 residency programs(1) 1. 2008 Faculty Self-Study Report

  3. Introduction and Context: • Evaluation of all information literacy instruction delivered to Faculty constituents • Needs assessment to identify strengths and gaps, realign teaching priorities, and develop methods for asynchronous delivery. • To be implemented and assessed over the next several years.

  4. Questions: • Who are we currently teaching? • Are our current programs effective? • How can we make sure that everyone who needs instruction receives it in a timely and appropriate way?

  5. Literature: Graduates must possess “[t]he ability to retrieve (from electronic databases and other resources), manage, and utilize biomedical information for solving problems and making decisions that are relevant to the care of individuals and populations.”(2) 2. Learning Objectives for Medical Student Education

  6. Literature: • Majority of studies are on undergraduate medical curriculum integration, resident training, and clinician education.(3) • Much less published on instruction for graduate students and faculty, but existing literature indicates that they are harder to reach with instruction.(4-5)

  7. Literature: • Very little research describes planning instruction for an entire medical faculty. • Two articles describe models and best practices for delivering broad programs.(5-6)

  8. Methods: • Surveys of constituents • Clinical undergraduates (n=34) • Residents (n=51) • Graduate students (n=29) • Faculty members (n=54) • Consultation with stakeholders and collaborators. • Analyzing existing program documents and course feedback.

  9. Faculty Members Graduate Students Residents CLINICAL RESEARCH Faculty of Medicine & Dentistry Non-Clinical Undergraduates* Clinical Undergraduates (Medicine, Year 3 & 4) Pre-Clinical Undergraduates (Medicine, Year 1 & 2)

  10. Faculty Members Graduate Students Residents CLINICAL RESEARCH Faculty of Medicine & Dentistry Non-Clinical Undergraduates* Clinical Undergraduates (Medicine, Year 3 & 4) Pre-Clinical Undergraduates (Medicine, Year 1 & 2)

  11. Faculty Members Graduate Students Residents CLINICAL RESEARCH Faculty of Medicine & Dentistry Non-Clinical Undergraduates* Clinical Undergraduates (Medicine, Year 3 & 4) Pre-Clinical Undergraduates (Medicine, Year 1 & 2)

  12. Undergraduate Medicine Current IL instruction: • Highly integrated into the curriculum through discovery learning and an evidence-based medicine course. • Class sessions: twice in 1st year, once in 2nd year, and once in 3rd year, each with corresponding assignment.

  13. Undergraduate Medicine What we know about this group: • Course feedback indicates that library instruction is useful but repetitive. • For students, finding background information is easy, but they struggle with finding foreground information through databases.

  14. Undergraduate Medicine Most commonly used resources: (n=34) • UpToDate (88%) • Wikipedia (88%) • Statref (79%) • MDconsult (79%) • Google or other search engine (76%) • Textbooks (76%) Their clinical preceptors recommend using UpToDate5 times as often as any other source.

  15. Undergraduate Medicine: • Assignments • Embed assignments and tutorials into virtual learning environment • Adapt assignments to resemble continuing education activities of “real” physicians • Instruction • Introduce more laddered instruction of database searching • Include plenty of time for critical discussion about Wikipedia

  16. Faculty Members Graduate Students Residents CLINICAL RESEARCH Faculty of Medicine & Dentistry Non-Clinical Undergraduates* Clinical Undergraduates (Medicine, Year 3 & 4) Pre-Clinical Undergraduates (Medicine, Year 1 & 2)

  17. Current IL Instruction:

  18. Attended a session in past 2 years:

  19. Top 3 essential resources

  20. Discussion: • Many databases in the library collection appear to be underused or unknown. • UpToDate is the major resource in clinical settings (no U of A subscription!). • PubMed/Medline is the major resource for research. • Some other databases are used, but are not considered essential.

  21. Discussion: • Despite a proliferation of new tools, finding relevant and timely information remains a challenge. • Everyone expressed interest in receiving more training on database searching.

  22. Discussion: • Many people still prefer face-to-face instruction. • Interactive Web-based tutorials are preferred over other asynchronous delivery methods such as videos or print tutorials. • Alternative modes of delivery need to be developed for users who prefer to learn on their own or require assistance at point of need.

  23. Our Roadmap: • Revision of undergraduate medicine IL objectives and assignments • Development of core set of interactive tutorials to complement our in-person instruction • Experiment with offering a workshop series for faculty and graduate students. • Increase promotion of alternate resources

  24. Your Comments? Faculty Members Graduate Students Residents CLINICAL RESEARCH Faculty of Medicine & Dentistry Clinical Undergraduates (Medicine, Year 3 & 4) Non-Clinical Undergraduates* Pre-Clinical Undergraduates (Medicine, Year 1 & 2)

  25. Our thanks to: • Allison Sivak • Faculty of Medicine & Dentistry • You for listening

  26. Reference List: • Academic Unit Review Self-Study Report. Edmonton, AB: University of Alberta Faculty of Medicine & Dentistry; 2008 [cited 2010 May 30]. Available from:http://www.med.ualberta.ca/Library/Documents/Newsletter/200810-1.pdf • Learning Objectives for Medical Student Education: Guidelines for Medical Schools. American Medical Colleges; 1998 [cited 2010 May 30]. Available from: https://services.aamc.org/publications/. • Brettle A. Evaluating information skills training in health libraries: a systematic review. Health Info Libr J. 2007;24:18-37. • Hoffmann K, Antwi-Nsiah F, Feng V, Stanley M. Library Research Skills: A Needs Assessment for Graduate Student Workshops. Issues in Sci Tech Librarianship. 2008. • Wallis LC. Information-seeking behavior of faculty in one school of public health. J Med Libr Assoc. 2006;94:442-6. • Haines M, Horrocks G. Health information literacy and higher education: The King's College London approach. Libr Rev. 2006;55:8-19. • Cousins J, Perris K. Supporting research at the Faculty of Medicine: the development of Imperial College London's Medicine Information Literacy Group. J of Information Literacy. 2009;3:60-67.

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