scholarly journals Updating professional development for medical librarians to improve our evidence-based medicine and information literacy instruction

2018 ◽  
Vol 106 (3) ◽  
Author(s):  
Joseph Costello
Keyword(s):  
Professional Development ◽  
Information Literacy ◽  
Evidence Based Medicine ◽  
Literacy Instruction ◽  
Critical Appraisal ◽  
Evidence Based ◽  
Information Literacy Instruction ◽  
Evidence Quality ◽  
Hospital Systems ◽  
Based Medicine

Medical librarians lack professional development opportunities in the critical appraisal of biomedical evidence. An update to our professional development opportunities could support our efforts to teach critical appraisal of biomedical evidence during evidence-based medicine or information literacy instruction. If we enhance our understanding of latent influences on evidence quality—such as changes to Food and Drug Administration regulations, predatory or deceptive publishing practices, and clinical trial study designs—we can improve our value to medical education and hospital systems.

Assessing the FACTTS: An Evidence-Based Medicine and Critical Appraisal Course for Medical Students

2013 ◽  
Vol 32 (2) ◽  
pp. 209-218 ◽  
Author(s):  
John W. W. Cyrus ◽  
David C. Duggar ◽  
Deidra Woodson ◽  
Donna F. Timm ◽  
Jerry W. McLarty ◽  
...  
Keyword(s):  
Medical Students ◽  
Evidence Based Medicine ◽  
Critical Appraisal ◽  
Evidence Based ◽  
Based Medicine

Evidence-Based Medicine

2016 ◽  
Author(s):  
Emily R. Winslow
Keyword(s):  
Evidence Based Medicine ◽  
Critical Appraisal ◽  
Reporting Guidelines ◽  
Evidence Based ◽  
Treatment Benefits ◽  
Therapeutic Decisions ◽  
History Of ◽  
Evidence Based Surgery ◽  
Key Resources ◽  
Based Medicine

Descriptions of “evidence-based” approaches to medical care are now ubiquitous in both the popular press and medical journals. The term evidence-based medicine (EBM) was first coined in 1992, and over the last two decades, the field has experienced rapid growth, and its principles now permeate both graduate medical education and clinical practice. The field of EBM has been in constant evolution since its introduction and continues to undergo refinements as its principles are tested and applied in a wide variety of clinical circumstances. This review presents a brief history of EBM, EBM: fundamental tenets, a critical appraisal of a single study, reporting guidelines for single studies, a critical appraisal of a body of evidence, evidence-based surgery, and limitations in EBM. Tables list strength of evidence for treatment decisions (EBM working group), Oxford Centre for Evidence-Based Medicine revised levels of evidence for treatment benefits , “4S” approach to finding resources for EBM, critical appraisal of individual studies examining therapeutic decisions, reporting guidelines by study design, and key resources for evidence-based surgery. This review contains 6 tables and 85 references

scholarly journals An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 1: Building a Foundation

2009 ◽  
Vol 4 (2) ◽  
pp. 56 ◽  
Author(s):  
Carol A. Gordon
Keyword(s):  
Action Research ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Information Behavior ◽  
Learning Task ◽  
Evidence Based ◽  
Behavior Theory ◽  
Information Literacy Instruction ◽  
Performance Based Assessment ◽  
Micro Level

Objective – Part I of this paper aims to create a framework for an emerging theory of evidence based information literacy instruction. In order to ground this framework in existing theory, a holistic perspective views inquiry as a learning process that synthesizes information searching and knowledge building. An interdisciplinary approach is taken to relate user-centric information behavior theory and constructivist learning theory that supports this synthesis. The substantive theories that emerge serve as a springboard for emerging theory. A second objective of this paper is to define evidence based information literacy instruction by assessing the suitability of performance based assessment and action research as tools of evidence based practice. Methods – An historical review of research grounded in user-centered information behavior theory and constructivist learning theory establishes a body of existing substantive theory that supports emerging theory for evidence based information literacy instruction within an information-to-knowledge approach. A focused review of the literature presents supporting research for an evidence based pedagogy that is performance assessment based, i.e., information users are immersed in real-world tasks that include formative assessments. An analysis of the meaning of action research in terms of its purpose and methodology establishes its suitability for structuring an evidence based pedagogy. Supporting research tests a training model for school librarians and educators which integrates performance based assessment, as well as action research. Results – Findings of an historical analysis of information behavior theory and constructivist teaching practices, and a literature review that explores teaching models for evidence based information literacy instruction, point to two elements of evidence based information literacy instruction: the micro level of information searching behavior and the macro level of the learning task. On the micro level users are confronting information, and searching is seen as the entire process of the interaction of users with a series of information tasks, as described in Kuhlthau’s Information Search Process. The micro level is the level of deep understanding as critical thinking skills craft the connection between information and knowledge. On the macro level the learning task, designed by an instructional team, shapes the inquiry. It is the context for information tasks. The learning task is relevant, engaging, and rigorous to sustain the interest and interaction of the user with information and emerging knowledge. The macro level is the level of instruction whereby the learning task fosters self-reflection, self-correction, and self-regulation. The role of evidence, which is generated by performance assessment and action research, is critical to both levels. On each of these levels the learning task informs the information search. Conclusion – Evidence is the link between information and knowledge in the learning process called inquiry. Sources of this evidence are information tasks embedded in the learning task, which are nested in a teaching and learning culture of inquiry. In order to generate evidence continuously throughout the inquiry unit, the task is characterized by research-based tools such as performance-based assessment and action research. The synergy of these elements in Part 1 of this article establishes the foundation for building a theory that supports further research of evidence based information literacy instruction.

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