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Collaborative Roles in Promoting Lifelong Learning: From Student to Physician

Collaborative Roles in Promoting Lifelong Learning: From Student to Physician. Council of Osteopathic Librarians Council for Information & Technology AACOM 2006. Collaborative Roles in Promoting Lifelong Learning: From Student to Physician.

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Collaborative Roles in Promoting Lifelong Learning: From Student to Physician

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  1. Collaborative Roles in Promoting Lifelong Learning: From Student to Physician Council of Osteopathic Librarians Council for Information & Technology AACOM 2006

  2. Collaborative Roles in Promoting Lifelong Learning: From Student to Physician Simon Schrick-Senasac, OMS-III, PDF Susan Caldwell Richard M. Kriebel, PhD Catherine Pepper, MLIS, MPH

  3. Session Format • Presentations • Cathy • Simon • Susan • Richard • Q&A after each • Open Forum

  4. AOA and LL • Seven core competencies • Year 3: July 2006 • Practice-based learning & improvement • Systems-based practice • CME • Continuum of education: • Pre-doc ed • Post-doc training • Board certification & re-certification How can libraries intersect?

  5. What is “Life-Long Learning”? • More than simple computer literacy • Ability to recognize when you need additional information • Knowledge of where to go to obtain information • Ability to ask the proper question • Skills to evaluate and act on the new information • Across time and contexts

  6. What is “Life-Long Learning”? • Self-directed learning • Self-initiative learning • Active learning • Contextual learning • Continuing education

  7. LL Requires: • Personal motivation • Information-seeking skills • Competencies to continue self-education beyond completion of formal schooling Candy (1991)

  8. How to operationalize? • Self-Directed Learning Readiness Scale (SDLRS) (Guglielmino, 1977) • SDLRS and med students: • Scores did not increase during med school (Frisby 1991)

  9. Further definition… • Set of self-initiated activities – Behavioral • Information-seeking skills – Capabilities • Activated in those with sustained motiviation to learn – Predisposition • Ability to recognize learning needs -- Cognitive How can libraries intersect?

  10. AAMC Medical Informatics Objectives Lifelong Learner Role: • Demonstrate knowledge of information resources • Retrieve information • Filter, evaluate, reconcile information • Exhibit good information habits

  11. Demonstrate knowledge of information resources • MEDLINE, other databases • Textbooks & reference sources • Diagnostic expert systems • Medical internet sources Instruction Assessment

  12. Retrieve Information • Perform database searches using logical (Boolean) operators • Reflects understanding of medical language/terminology • Relationships among medical terms and concepts • Refine search strategies to improve relevance and completeness • Identify and obtain full-text documents Collections Instruction

  13. Filter, evaluate, reconcile information • Discriminate between types of information sources • Currency • Format • Authority • Relevance • Availability • Critically review research • Weigh conflicting information Instruction Assessment

  14. Exhibit good information habits • Multiple information sources • Question quality/validity • Base decisions on evidence rather than opinion Instruction Reference

  15. EBM or Information Management? • Library EBM instruction has focused on critically evaluating medical literature • Realistic? Sufficient? • “Satisficing” • Predigested information • Patient-centered? • Information management • Usefulness = Relevance x Validity Work

  16. New skills • Select tools for “keeping up” • Select appropriate hunting tool • Develop patient-centered, not evidence-centered, decision making • Teaching Applied Information Management Slawson, D.C. July 2005. Teaching evidence-based medicine: Should we be teaching information management instead? Academic Medicine 80(7), 685-9.

  17. Questions • What role do libraries play in competency education? • How can libraries assist in lifelong learning? • Without immediate instutional affiliation? • Access to licensed resources? • Collaboration in assessment, education, access? • How can faculty, students, physicians, librarians collaborate to overcome perception that searching Internet = information literacy?

  18. Articles • Tunanidas, AG. Sept. 2005. AOA commitment to quality and lifelong learning. JAOA 105(9), 404-7. • Slawson, D.C. July 2005. Teaching evidence-based medicine: Should we be teaching information management instead? Academic Medicine 80(7), 685-9. • Hojat, M. 2003. Operational measure of physician lifelong learning. Medical Teacher, 25(4), 433-7.

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