Recent research has shown the value of information in patient care and highlights the role of the library and librarian in supporting this information revolution. The Value Study, conducted by Marshall et al4 at 56 library sites serving 118 hospitals, surveyed physicians, residents, and nurses who were involved in patient care or clinical research and could recall an event in the last 6 months when they had used an information resource. Of the 16 122 survey respondents (including 5379 physicians, 2123 residents, and 6788 nurses), three-fourths reported that they had definitely or probably handled some aspect of patient care differently as a result of the information obtained from the library and information resources. Among the changes reported were advice given to the patient (48%), diagnosis (25%), and choice of drugs (33%). Most respondents (95%) reported that the information resulted in more informed clinical decisions. Respondents also reported that the information allowed them to avoid or reduce the possibility of the following adverse events: patient misunderstanding of the disease (23%); additional tests (19%); misdiagnosis (13%); adverse drug reactions (13%); medical errors (12%); and patient mortality (6%).
Sollenberger JF, Holloway RG Jr. (2013). The evolving role and value of libraries and librarians in health care. JAMA, 310(12), 1231-2. PMID 24065006
Good article. Of the 10 factors, the three that most resonate with me (from my experience at UMich) are:
- Using a situational cue of role modeling for teaching EBM
A positive learning environment, with attending physicians serving as EBM role models, might be one of the most important factors influencing the behavior of residents. EBM teachers’ role-modeling helps learners see how evidence is incorporated with other knowledge into clinical decisions and how evidence is used as part of good practice.
- Increasing learners' awareness of EBM information resources
Learners’ awareness and perceptions of existing EBM information resources can affect the subsequent steps of evidence-based practice that they take, including critically appraising the evidence and applying it to patient care. Green and Huff found that a lack of awareness and limited access to clinical information resources posted barriers for residents in taking the series of steps involved in learning and practicing EBM...It is important for health sciences librarians to partner with EBM faculty to identify learners' information needs; to acquire point-of-care, pre-appraised EBM information resources; and to incorporate the resources into EBM instructional content and activities to support EBM learning and enhance learners' ability to practice EBM.
- Developing a longitudinal EBM curriculum to reinforce EBM knowledge and skills
Medical students' learning is developmental and progressive. A longitudinal EBM learning experience provides students with continuous reinforcement and relevance of concepts and statistics that underline EBM. The introduction of EBM in preclinical years should be aligned with the students' developmental stage. As students progress to clinical clerkships, they are provided opportunities to apply EBM principles and critical appraisal skills to evaluate the clinical evidence relevant to the patient problem that they encounter in clinics.
Mi M. (2013). Factors that influence effective evidence-based medicine instruction. Medical Reference Services Quarterly, 32(4), 424-433. PMID 24180650
A good discussion w/ John Bohannon, the author of that recent fake paper, and Michael Eisen of PLOS One fame. Eisen comes in about halfway and explains the flaws of peer-review, academic publishing, and highlights the one unfortunate thing about the fake paper (i.e., the focus on open-access).
(via Stephen's Lighthouse)