Mark
your calendars! Sunday,
May 20, 2007
Section Program Session I
4:30–6:00
PM
Location: Grand Ballroom D
Turning Clinical
Students into Evidence-Based Clinicians—The Medical Library’s Role Monday,
May 21, 2007
Section Program Session II
3:00–4:30
PM
Location: Grand Ballroom AB Power
to the People: Serving the Underserved (Scroll
down to see additional information about these programs. Mark your calendars so
you don't miss them--come and show your support!) Tuesday,
May 22, 2007
Informal
Mental Health SIG Meeting
4:30-6:00 PM
Location: Marriott, Room 411 If
you are a librarian interested in mental health issues, we cordially invite you
to attend this meeting! Convener will be Toni Yancey tyanc001@umaryland.edu. --------------------------------------------------------------------------------------------- Sunday,
May 20, 2007
Section Program Session I
4:30–6:00
PM
Location: Grand Ballroom D
Turning Clinical
Students into Evidence-Based Clinicians—The Medical Library’s Role Monday,
May 21, 2007 Description:
While many people involved in clinical care and education agree that an evidence-based
practice model is key to improving the quality of health care in the United States,
in practice the model has proven difficult to implement. Busy clinicians often
lack the skills or access to the evidence-based resources that would enable this
model of care to be adopted. Therefore, teaching this model and the skills necessary
to employ it is becoming an increasingly important theme in clinical education.
Academic health sciences libraries must work with their clinical programs to provide
clinical students with the skills to effectively and efficiently build the access
and use of evidence into their practice as well as an appreciation for the positive
impact that this model will bring to quality of care of their future practice.
This session provides a chance for academic health science librarians in medical,
dental, pharmaceutical, and nursing education to present their successes and failures
in integrating the teaching of evidence-based practice into their educational
programs and curriculums.
Primary
Sponsor: Dental Section.
Secondary Sponsors:
Sections: Educational
Media & Technologies, Health Association Librarians, Medical Library Education,
Nursing & Allied Health Resources.
SIGs: Clinical Librarians and
Evidence-Based Health Care and Mental Health. Contributed
Papers: - Title:
Weaving Evidence-Based Medicine into the School of Medicine Curriculum: The
Library’s Role in Developing Evidence-based Clinicians.
Authors:
Connie Schardt, AHIP, Associate Director, Public Services, Medical Center
Library; Anne Powers, AHIP, Information Services Librarian, Medical Center
Library; and Megan von Isenburg, Associate Director, Public Services, Medical
Center Library, Duke University, Durham, NC.
Objective:
This paper describes how the medical center library developed a complete evidence-based
medicine (EBM) curriculum that is integrated into existing educational activities
and woven through each year of the School of Medicine curriculum to build on student
skills at pedagogically relevant opportunities.
Description: When the
library originally introduced the concept of EBM to first-year medical students
as part of MEDLINE training, we were told that this was “way over the students’
heads.” In 2006, seven years later, the library was asked by the school of
medicine curriculum committee to develop EBM content across all four years of
the curriculum. To structure and implement this new curriculum, the library examined
the failures and successes in teaching students searching skills, leveraged partnerships
among the EBM clinical faculty, linked curricular goals and Association of American
Medical Colleges core competencies to EBM skills, and found teachable opportunities
to insert EBM training. Factors relevant to the success of this process include
the need for creativity in integrating a complete EBM curriculum into existing
courses and the evolving attitude toward EBM at an academic medical center. Current
projects include developing Web-based teaching modules and migrating the EBM curriculum
to nursing, physical therapy, and physicians assistants programs.
- Title:
Helping a Dental School put the “E” in Evidence-based Dentistry.
Authors:
Lauren A. Maggio, Coordinator, Library Education and Information Management,
Alumni Medical Library; Keven M. Jeffery, Information Services Librarian
and Web Coordinator, Alumni Medical Library, Boston University Medical Center,
Boston, MA; Paul Farsai, Assistant Professor, Goldman School of Dental
Medicine; Jeffrey P. Hutter, Associate Dean, Academic Affairs, Goldman
School of Dental Medicine, Boston University, Boston, MA.
Objective:
The library designed and executed an evidence-based dentistry (EBD) training program
for incoming dental students and faculty members. Integrated directly into the
first-year course, "Evidence-Based Dentistry," and as a faculty continuing
education opportunity, the library through case-based hands-on sessions introduced
the skills necessary for searching and obtaining the dental literature necessary
to answer clinical questions.
Methods: In 2006, the library joined the
dental school’s initiative to integrate EBD across its curriculum. To support
this goal, the Library proposed partnering with the compulsory first-year course,
"Evidence-Based Dentistry." Initial resistance was met as faculty members
were concerned with time constraints and ways the library would support course
goals. However, administrators allotted additional course hours allowing the library
to present a case-based lesson plan with objectives clearly aligned with the course.
The library’s lesson plan, implemented in fall 2006 for students and faculty,
based on a clinical case written by dental faculty, prompted the in-class application
of EBD skills, including formulating a clinical question and locating evidence.
Based on evaluations the library session was well received. The library is planning
a similar training for 2007, to be supplemented by online tutorials cooperatively
designed by the library and dental school.
-
Title: A Full Revolution: 360 Degree Library Services to Clinical Clerkship
Students.
Author: Kathryn J. Skhal, Clinical Education Librarian, Hardin
Library for the Health Sciences, University of Iowa, Iowa City, IA.
Objective:
In the third year of medical school, students make the transition from the classroom
to the hospital. Along with the educational, logistical, and psychosocial changes
this brings, their approaches to medical research must also evolve. By providing
highly integrated, well-rounded support, librarians can ease this transition from
assignment-based to patient-based information needs.
Methods: Library
participation within four major clerkships (inpatient internal medicine, ambulatory
practice, pediatrics and surgery) uses different approaches to be of the most
use to the most students. For point-of-care questions, customized electronic resource
centers created in conjunction with the clerkship directors, are accessible via
the course's Web presence. Presentations highlighting unique aspects of these
centers during clerkship orientations provide a personal touch while reminding
students of the breadth of resources available. Attending rounds or morning reports
places an information professional in the health care environment. Finally, in
each rotation, students must complete evidence-based exercises, dubbed the "Five
Minute Clinical Challenges." The challenges are real-time exercises testing
the ability to quickly find quality answers to clinical questions. The utility
of this 360 degree approach will be determined by faculty survey, student evaluation,
and data from the 5 Minute Clinical Challenges.
Results: The
combination of electronic resource centers, live demonstrations, and library’s
presence in the health care settings has improved the students’ facility
in bibliographic searching and their comfort in approaching library staff for
assistance. The results of the Five Minute Challenges revealed that resource selection
for evidence-based medicine information was varied and appropriate, though their
understanding of study designs is still suboptimal. Feedback has been positive
from both students and clerkship directors.
Conclusions: While the techniques
described here have been successful, they are only the first step in an evolving
program. These experiences have led to more intensive collaborations with the
clerkships, including plans for a graded searching exercise for the inpatient
internal medicine rotation. In addition, this positive feedback is leading to
opportunities to work with clerkships heretofore uninterested in library partnerships.
- Title: Accessing
and Assessing the Evidence: An Online Tool for Teaching Evidence-based Nursing
Practice
Authors: Mary L. Klem, Reference Librarian,
Health Sciences Library System, Elizabeth M. LaRue, AHIP, Instructor, School
of Nursing, and Peter Draus, Assistant Professor, School of Nursing, University
of Pittsburgh, Pittsburgh, PA.
Objective: This paper describes the development
and preliminary evaluation of Accessing and Assessing the Evidence (AAE), a Web-based
tool designed to assist nursing students in learning the fundamental steps of
evidence-based practice.
Setting/Participants/Resources: A school of
nursing and an academic library system located at a public university in the eastern
United States.
Brief Description: Nursing faculty and librarians collaborated
to create an online tool (AAE) that allows students to review clinical scenarios
and develop answerable clinical questions for those scenarios using the problem,
intervention, comparison, outcome (PICO) format. Students can compare their PICO
questions to PICO questions developed by experts. They are also able to view expert
literature searches that identify research articles relevant to their questions.
The searches are presented in step-by-step layouts containing brief explanations
of selected strategies and screenshots of the searches. The AAE also provides
students with access to citations and abstracts of studies identified in the literature
searches. Students can critically appraise and rank each citation/abstract for
its utility in answering a PICO question. Clinical questions created by students,
as well as rankings of citations, are stored in the AAE database. This allows
instructors to measure individual or class performance in writing PICO questions
and critically appraising research literature.
Results: Thirty-three
undergraduate nursing students used the AAE to create a total of 96 PICO questions.
The most frequent type of question created was therapy (54%), followed by prognosis
(30%), harm (11%), diagnosis (1%), and etiology (0%). Fifty percent of students
successfully identified PICO elements from clinical scenarios and constructed
appropriate clinical questions. Compared to expert raters (2 clinical and 2 nonclinical
faculty), students were more likely to rate selected sets of citations as not
relevant to PICO questions (29% versus 23%).
Conclusion: Naïve undergraduate
nursing students showed moderate success when using the AAE to construct PICO
elements and questions. Students were most likely to create therapy or prognosis
questions, perhaps indicating greater comfort or familiarity with these constructs.
Students also tended to underestimate the clinical relevance of citations identified
through an expert literature search. Further testing and development of the AAE
will allow us to explore these findings in greater detail. - Title:
Assessing the Effectiveness of an Evidence-based Medicine (EBM) Pharmacology
Course
Authors:
Irena Bond, Librarian and Assistant Professor, Library and Learning Resources;
Alice Gardner, Associate Professor, Pharmacology/Toxicology; Monina
Lahoz, Associate Professor, Pharmacy Administration, and Assistant Dean, Curriculum
and Assessment, Massachusetts College of Pharmacy and Health Sciences, Worcester,
MA. Objectives:
To assess the effectiveness of an elective evidence-based medicine (EBM) pharmacology
course in developing pharmacy students’ (1) general knowledge and skills
in four EBM domains using the EBM method (Sackett 2000)--formulate a clinical
question, conduct efficient searches, appraise the evidence, and theoretically
apply it to clinical problems--and (2) specific skills in seeking and using EBM
information resources. Methods:
The Fresno test will be administered to students enrolled in the elective
course (intervention group) and to volunteer students enrolled in a traditional
didactic pharmacology course (control group). The Fresno test assesses knowledge
in four EBM domains: formulating a clinical question, conducting efficient searches,
appraising the evidence, and applying the evidence to patient treatment intervention.
To assess the information retrieval skills of the two study groups, their electronically
captured search data will be analyzed by faculty members and librarian using a
grading rubric that evaluates the efficiency, applicability, and use of appropriate
database resources in finding the best evidence to solve a specific patient case-based
clinical pharmacology problem. The scores on the Fresno test and information retrieval
skills on weeks 1 and 14 between and within study groups will be compared using
the t-test.
Results: Nine students enrolled in the spring 2007
course. (No student volunteered to participate in the control group.) The students
took the Fresno test on week 1 of the fourteen-week semester. The test will be
readministered on week 14. They also have completed three weeks of focused, hands-on
instruction on the EBM domains, and the first three-week course module on pharmacogenomics.
They still have to complete two course modules. The paper will report on the test
of the null hypothesis that there is no difference between the week 1 and week
14 Fresno scores of the students. It also will present students’ performances
on the EBM domains and their skills in seeking and using EBM information sources
on the three modules as assessed by worksheets and grading rubrics that have been
created.
Monday,
May 21, 2007
Section Program Session II
3:00–4:30
PM
Location: Grand Ballroom AB Power
to the People: Serving the Underserved Panelists:
Ysabel R. Bertolucci, AHIP,
Health Sciences Librarian, Health Sciences Library, Kaiser Permanente Medical
Center, Oakland, CA; Margaret
Allen, AHIP, Library Consultant,
Hmong Health Project, Stratford, WI;
Gale Dutcher, Head, Office
of Outreach and Special Population, National Library of Medicine, Bethesda, MD;
Andrea Kenyon, Director,
Public Services, Library - Administration, College of Physicians of Philadelphia,
Philadelphia, PA; and Mark
Scully, Library Consultant,
Library, Bay Area Medical Center, Marinette, WI. Description:
This panel discussion will
focus on the role of collaboration between public and medical libraries (both
academic and hospital) in doing outreach to underserved populations. The information
will be practical, focusing on how to create outreach programs—what works
and what does not work. Primary
Sponsor: Consumer and Patient Health Information Section.
Secondary Sponsors:
Sections: Hospital Libraries, Chiropractic Libraries, Relevant Issues.
SIGs:
African American Medical Librarians Alliance, Complementary and Alternative
Medicine, Lesbian, Gay, Bisexual, and Transgendered Health Sciences Librarians,
and Mental Health A
sincere Thank You! to Haworth Press, Inc., for providing honorarium for
panel participants.
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