scholarly journals Librarian-Led Information Literacy Training Delivered in Small Groups Improved Medical Students’ Confidence in Their Ability to Use Evidence Based Resources Effectively

2016 ◽  
Vol 11 (1) ◽  
pp. 73
Author(s):  
Elizabeth Margaret Stovold
Keyword(s):  
Small Group ◽  
Information Literacy ◽  
Small Groups ◽  
Response Rate ◽  
Evidence Based ◽  
Post Intervention ◽  
Group Information ◽  
Second Year ◽  
The Impact ◽  
Minute Session

A Review of: McClurg, C., Powelson, S., Lang, E., Aghajafari, F., & Edworthy, S. (2015). Evaluating effectiveness of small group information literacy instruction for Undergraduate Medical Education students using a pre- and post-survey study design. Health Information & Libraries Journal. 32(2), 120-130. http://doi.org/10.1111/hir.12098 Abstract Objective – To assess the effectiveness of librarian-led small group information literacy sessions, which were integrated into the second year of a three-year undergraduate medical course. Design – A pre- and post-intervention survey questionnaire. Setting – A large university in Canada. Subjects – A cohort of 160 second year undergraduate medical students enrolled in the three-year programme of a large university in Canada. Methods – As part of the redevelopment of the undergraduate three-year medical course, information literacy skills in evidence based medicine were integrated into the seminar and small group teaching programme. Every week for five weeks, 3 librarians each visited 4 small groups of 15 students to deliver a 15-minute session as part of a 2-hour long seminar led by practising physicians. The sessions did not include a formal hands-on component, however, students were encouraged to try out searches on their own devices. Each 15-minute session covered 3 learning objectives, including how to use PubMed clinical queries, how to use MeSH, and how to search for systematic reviews and guidelines. A pre- and post-intervention survey design was used to assess students’ perceptions of the impact of these sessions. The students were asked to complete an online Survey Monkey survey before and after the five week lecture block. The questions covered resource selection, perception of barriers to finding evidence based information, and the students’ confidence in using evidence based resources. The data were analysed descriptively. Main results – The pre-survey achieved a 90% (144/160) response rate while the post-survey achieved a 75% (112/160) response rate. The post-survey indicated an increase in the likelihood that students would use Ovid MEDLINE, carry out a literature search, and consult a librarian, with a decrease in those who would consult a print or online textbook. There was limited change in the students’ confidence that they could find answers quickly, but more of an increase in the proportion of students who were confident they could find systematic reviews and guidelines, and use search limits, PICO, and MeSH. Before the intervention, “knowing where to search,” devising a search strategy, and retrieving too many results were all thought to be obstacles by the students. After the small group training, students considered these issues less of a problem. The post-survey also included an opportunity for the students to comment on their experience with the programme overall. Of the 54 responses received, 34 identified the library component as being the most important thing they had learned in the small group part of the course. Conclusion – The authors conclude that integrating information literacy into the undergraduate curriculum as part of the small group seminar series is effective. They suggest future directions for research, such as a study to assess the impact of the training on specific skills rather than student confidence and evaluations of other teaching methods.

Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention

2007 ◽  
Vol 30 (3) ◽  
pp. 153-168 ◽  
Author(s):  
Debra Kamps ◽  
Mary Abbott ◽  
Charles Greenwood ◽  
Carmen Arreaga-Mayer ◽  
Howard Wills ◽  
...  
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Direct Instruction ◽  
Small Groups ◽  
Balanced Literacy ◽  
Reading Program ◽  
Experimental Comparison ◽  
Sound Recognition ◽  
Evidence Based ◽  
Ell Students

This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of intervention. In addition to primary-tier reading instruction, the second-tier, small-group experimental interventions included use of (a) evidence-based direct instruction reading curricula that explicitly targeted skills such as phonological/phonemic awareness, letter-sound recognition, alphabetic decoding, fluency building and comprehension skills; and (b) small groups of 3 to 6 students. Students at comparison schools were not exposed to a three-tier reading program but received (a) an ESL intervention using balanced literacy instruction with a focus on word study, group and individual story reading, and writing activities; and (b) small groups of 6 to 15 students. The ESL/balanced literacy intervention was generally in addition to primary reading instruction. Results indicated generally higher gains for ELL students enrolled in direct instruction interventions. Implications for research and practice are discussed.

scholarly journals Group intervention for siblings and parents of children with chronic disorders (SIBS-RCT): study protocol for a randomized controlled trial

Trials ◽  
2020 ◽  
Vol 21 (1) ◽  
Author(s):  
Krister W. Fjermestad ◽  
Wendy K. Silverman ◽  
Torun M. Vatne
Keyword(s):  
Mental Health ◽  
Randomized Controlled Trial ◽  
Family Communication ◽  
Neurodevelopmental Disorders ◽  
Group Intervention ◽  
Controlled Trial ◽  
Evidence Based ◽  
Post Intervention ◽  
Randomized Controlled ◽  
The Impact

Abstract Background Siblings and parents of children with neurodevelopmental disorders are at risk of mental health problems and poorer family communication. Some group interventions for siblings exist, but few have clearly described parent components and none are considered evidence-based. Methods We are conducting a randomized controlled trial comparing a five-session manual-based group intervention for siblings (aged 8 to 16 years) and parents of children with neurodevelopmental disorders to a 12-week waitlist, called SIBS-RCT. The intervention comprises three separate sibling and parent group sessions and two joint sessions in which each sibling talks to their parent alone. The intervention aims at improving parent-child communication and covers themes such as siblings’ understanding of the neurodevelopmental disorder, siblings’ emotions, and perceived family challenges. Participants are recruited through municipal and specialist health centers across Norway. The primary outcome is sibling mental health. Quality of life and family communication are secondary outcomes. Participants are block-randomized to the intervention or 12-week waitlist in groups of six. Measures are collected electronically at pre- and post-intervention/waitlist, as well as 3, 6, and 12 months post-intervention. The main effect to be examined is the difference between the intervention and waitlist at 12 weeks post. All outcomes will also be examined using growth curve analyses. We plan to include 288 siblings and their parents by the end of 2022. Discussion SIBS-RCT represents a major contribution to the research and practice field towards establishing an evidence-based intervention for siblings. In the event that intervention and waitlist are no different, the impact of SIBS-RCT is still substantial in that we will aim to identify participant subgroups that show positive response and effective components of the SIBS manual by examining group leader adherence as an outcome predictor. This will allow us to continue to re-engineer the SIBS manual iteratively to improve outcomes, and avoid the promotion of a less-than-optimal intervention. Trial registration ClinicalTrials.gov NCT04056884. Registered in August 2019

scholarly journals 67. Impact of a Pharmacist-Driven Collaborative Initiative on Staphylococcus aureus Bacteremia Management

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S52-S53
Author(s):  
Wesley D Kufel ◽  
Keri A Mastro ◽  
Dongliang Wang ◽  
Jeffrey Steele ◽  
Scott W Riddell ◽  
...  
Keyword(s):  
Staphylococcus Aureus ◽  
Clinical Outcomes ◽  
Panel Member ◽  
Evidence Based ◽  
Post Intervention ◽  
Review Panel ◽  
Staphylococcus Aureus Bacteremia ◽  
The Impact ◽  
Collaborative Initiative ◽  
Research Grant

Abstract Background Infectious diseases (ID) consultation has been associated with improved outcomes for Staphylococcus aureus bacteremia (SAB) largely by providing guidance to follow widely accepted standards. However, ID consultation may be delayed due to numerous factors. ID pharmacists may be able to facilitate timely and optimal management of SAB in collaboration with ID providers and microbiology. The primary outcome of this study was to evaluate the impact of a pharmacist-driven collaborative initiative for SAB. Methods This was a single-center, quasi-experimental study of patients with SAB before (8/1/16–7/31/17) and after (8/1/18-7/31/19) implementation of pharmacist-driven collaborative initiative for SAB management. After direct notification of SAB and penicillin-binding protein assay results from microbiology personnel, the ID pharmacist promptly contacted the primary team to facilitate ID consultation and identified opportunities to optimize treatment or diagnosis prior to consult. Recommendations were also collaboratively discussed with the ID consult service. Included patients were ≥18 years old with SAB. Excluded patients were < 18 years old, under palliative care or expired prior to S. aureus speciation, refused care against medical advice, pregnant, incarcerated, or had polymicrobial bacteremia. Results Ninety and 111 patients were included in the pre- and post-intervention cohort, respectively. Demographic data were similar between cohorts. Most SAB cases were community-acquired (72% vs 81%, p=0.137), complicated (83% vs 71%, p=0.059), and methicillin-susceptible (57% vs 65%, p=0.236). The most common sources were catheter (23%) and skin and soft tissue (30%) in pre- and post-intervention cohorts, respectively. Table 1 displays compliance with evidence-based SAB measures and clinical outcomes. Compliance with the SAB bundle was significantly higher in the post-intervention cohort (91% vs 50%, p< 0.001). Table 1. Compliance with Evidence-Based Staphylococcus aureus Bacteremia Management Bundle Elements and Clinical Outcomes Conclusion Increased compliance with evidence-based SAB recommendations decreased SAB duration, time to targeted antibiotics, and infection-related hospital length of stay after implementation of a pharmacist-driven collaborative initiative for SAB. Disclosures Wesley D. Kufel, PharmD, Melinta (Research Grant or Support)Merck (Research Grant or Support)Theratechnologies, Inc. (Advisor or Review Panel member) Jeffrey Steele, PharMD, Paratek Pharmaceuticals (Advisor or Review Panel member)

Reducing inappropriate empiric vancomycin use in neutropenic fever.

2018 ◽  
Vol 36 (30_suppl) ◽  
pp. 290-290
Author(s):  
Nina Kim ◽  
Jessica Caro ◽  
Samantha Jacobs ◽  
Meenakshi Rana ◽  
Cardinale B. Smith
Keyword(s):  
Patient Outcomes ◽  
Nurse Practitioners ◽  
Neutropenic Fever ◽  
High Morbidity ◽  
Evidence Based ◽  
Intervention Period ◽  
Post Intervention ◽  
Inappropriate Use ◽  
Significant Difference ◽  
The Impact

290 Background: Neutropenic fever is an oncologic emergency associated with high morbidity and mortality, requiring prompt antibiotic initiation. National infectious disease and oncology guidelines do not recommend vancomycin for standard empiric therapy, unless used for certain evidence-based indications. At our institution, we observed inappropriate use of vancomycin for neutropenic fever and implemented an intervention to educate providers regarding appropriate indications. Methods: We conducted a series of educational sessions focused on the evidence-based indications for vancomycin use in neutropenic fever with residents, nurse practitioners, fellows, and attending physicians. We also displayed educational posters in work rooms and patient units. We conducted a retrospective chart review to assess the impact on vancomycin prescribing practices and patient outcomes pre-intervention (9/1/17 - 2/28/18) and post-intervention (3/1/18 - 5/24/18). We used descriptive statistics and chi-square tests to assess differences. Results: Vancomycin was frequently prescribed without an appropriate indication in the pre-intervention period. Both the overall use and the inappropriate use of vancomycin decreased significantly in the post-intervention period (Table 1). There was no significant difference in mean duration of fever (2.7 vs 2.1 days, p = 0.06) or length of stay (30 vs 34 days, p = 0.58) between the pre- and post-intervention groups, respectively, despite the reduction in vancomycin use. Conclusions: Multidisciplinary educational sessions reduced unnecessary vancomycin use as empiric treatment for neutropenic fever without adverse patient outcomes. This is a low resource intervention that can be applied to other healthcare settings. Future work will evaluate the effect on cost.[Table: see text]

scholarly journals University of Ottawa Vertical Mentorship Program: Improving Engagement through Simple Innovation

2017 ◽  
Author(s):  
Christopher Russell ◽  
Iuliia Povieriena ◽  
Marianne Levesque
Keyword(s):  
Response Rate ◽  
Survey Response ◽  
Mentorship Program ◽  
Joint Activities ◽  
Survey Response Rate ◽  
Indirect Measures ◽  
Second Year ◽  
Survey Responses ◽  
The Impact ◽  
Overall Functioning

Objective: To assess the impact of simple innovations on three identified program gaps (attendance and engagement, understanding of the program, issue identification and resolution).Methods: Survey responses, event attendance, and subjective observations, were compared between the 2014 - 2015 and 2015 - 2016 academic years, providing direct and indirect measures of gap closure.Results: Attendance and engagement - Mid-year survey response rate was excellent (n=133), and increased responses from second year coordinators and mentors were seen in both 2015-2016 surveys’. Dessert night attendance increased from 2014 to 2015 (383 to 436). End of year event numbers decreased year-to-year (163 to 115). Only 5.9% of students did not attend events due to a lack of interest in the program.Issue identification and resolution - Mid-year surveys identified three groups with difficulties communicating. Knowledge of available resources in mentors rose by 5% between years, and by 55% in second year coordinators.Understanding of the program - 12 of the 52 mentorship groups actively used Facebook to engage and plan joint activities. The nominations received at the end of the year, and survey comments, focused beyond topics of career mentoring, and expanded to the impact of the field on life, life in medicine, and family.Conclusion: Identifying gaps in a program such as the VMP, through eliciting feedback from those participating may be challenging. Establishing simple innovations may be an effective way to improve participants’ experiences and overall functioning of the program.

scholarly journals Harnessing the Electronic Health Record to Actively Support Providers with Guideline-Directed Telemetry Use

2021 ◽  
Vol 12 (05) ◽  
pp. 996-1001
Author(s):  
Maya Narayanan ◽  
Helene Starks ◽  
Eric Tanenbaum ◽  
Ellen Robinson ◽  
Paul R. Sutton ◽  
...  
Keyword(s):  
Electronic Health Record ◽  
Acute Care ◽  
Low Cost ◽  
Heart Association ◽  
Evidence Based ◽  
Health Record ◽  
Post Intervention ◽  
Support Providers ◽  
Electronic Health ◽  
The Impact

Abstract Background Overuse of cardiac telemetry monitoring (telemetry) can lead to alarm fatigue, discomfort for patients, and unnecessary medical costs. Currently there are evidence-based recommendations describing appropriate telemetry use, but many providers are unaware of these guidelines. Objectives At our multihospital health system, our goal was to support providers in ordering telemetry on acute care in accordance with evidence-based guidelines and discontinuing telemetry when it was no longer medically indicated. Methods We implemented a multipronged electronic health record (EHR) intervention at two academic medical centers, including: (1) an order set requiring providers to choose an indication for telemetry with a recommended duration based on American Heart Association guidelines; (2) an EHR-generated reminder page to the primary provider recommending telemetry discontinuation once the guideline-recommended duration for telemetry is exceeded; and (3) documentation of telemetry interpretation by telemetry technicians in the notes section of the EHR. To determine the impact of the intervention, we compared number of telemetry orders actively discontinued prior to discharge and telemetry duration 1 year pre- to 1 year post-intervention on acute care medicine services. We evaluated sustainability at years 2 and 3. Results Implementation of the EHR initiative resulted in a statistically significant increase in active discontinuation of telemetry orders prior to discharge: 15% (63.4–78.7%) at one site and 13% at the other (64.1–77.4%) with greater improvements on resident teams. Fewer acute care medicine telemetry orders were placed on medicine services across the system (1,503–1,305) despite an increase in admissions and the average duration of telemetry decreased at both sites (62 to 47 hours, p < 0.001 and 73 to 60, p < 0.001, respectively). Improvements were sustained 2 and 3 years after intervention. Conclusion Our study showed that a low-cost, multipart, EHR-based intervention with active provider engagement and no additional education can decrease telemetry usage on acute care medicine services.

Mediated Group Development

2010 ◽  
pp. 292-304
Author(s):  
John A. McArthur
Keyword(s):  
Small Group ◽  
Organizational Development ◽  
Interpersonal Communication ◽  
Communication Technology ◽  
Small Groups ◽  
Group Development ◽  
Development Theory ◽  
Virtual Communication ◽  
The Impact

This chapter focuses on an interpersonal approach to understanding small group development in mediated environments. Whereas much of the literature in this area has emerged in the study of workplace and organizational development, this chapter is grounded in small group development theory and folds in relevant studies of virtual communication in groups. This approach is designed to complement a larger work based in interpersonal communication by providing students of interpersonal communication with a basic introduction to small groups and the impact of communication technology on small group development.

scholarly journals Developing an evidence-based practice healthcare lens for the SCONUL Seven Pillars of Information Literacy model

2013 ◽  
Vol 7 (1) ◽  
pp. 30 ◽  
Author(s):  
Michelle Dalton
Keyword(s):  
Information Literacy ◽  
Information Seeking ◽  
Evidence Based Practice ◽  
Local Level ◽  
Clinical Information ◽  
Health Science ◽  
Evidence Based ◽  
User Groups ◽  
Information Landscape ◽  
The Impact

The SCONUL Seven Pillars of Information Literacy model was revised in 2011 to reflect the interpretation of information literacy in today’s environment. Subsequently, a number of lenses have been developed to adapt the core model to different contexts and user groups. This study develops a lens that aims to reflect the unique information landscape and needs of evidence based practice (EBP) in healthcare. Healthcare professionals across medicine, nursing and allied health disciplines were interviewed to explore their understanding and awareness of the clinical information seeking process and behaviours. This information was then used to construct an EBP lens using familiar healthcare terminology and concepts. Health Science librarians can use this lens as a framework to inform the design and structure of information literacy programmes for clinical staff. Further insight may also be gained by measuring the impact and effectiveness of the lens on information literacy levels and practice at a local level.

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