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Tuesday
Aug262014

Teaching Information Retrieval Skills to Medical Students

This review suggests a longitudinal approach to EBM training, which is what we've done in my environment. Unfortunately, our MRSQ paper on this curriculum wasn't included in their analysis for some reason, but it aligns with many of their findings/suggestions.  

 

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Abstract

J Med Libr Assoc. 2014 Jul;102(3):184-91. doi: 10.3163/1536-5050.102.3.008.

How are medical students trained to locate biomedical information to practice evidence-based medicine? areview of the 2007-2012 literature.

Maggio LAKung JY.

OBJECTIVES:

This study describes how information retrieval skills are taught in evidence-based medicine (EBM) at the undergraduatemedical education (UGME) level.

METHODS:

The authors systematically searched MEDLINE, Scopus, Educational Resource Information Center, Web of Science, andEvidence-Based Medicine Reviews for English-language articles published between 2007 and 2012 describing information retrieval training to support EBM. Data on learning environment, frequency of training, learner characteristics, resources and information skills taught, teaching modalities, and instructor roles were compiled and analyzed.

RESULTS:

Twelve studies were identified for analysis. Studies were set in the United States (9), Australia (1), the Czech Republic (1), and Iran (1). Most trainings (7) featured multiple sessions with trainings offered to preclinical students (5) and clinical students (6). A single study described a longitudinal training experience. A variety of information resources were introduced, including PubMed, DynaMed, UpToDate, and AccessMedicine. The majority of the interventions (10) were classified as interactive teaching sessions in classroom settings. Librarians played major and collaborative roles with physicians in teaching and designing training. Unfortunately, few studies provided details ofinformation skills activities or evaluations, making them difficult to evaluate and replicate.

CONCLUSIONS:

This study reviewed the literature and characterized how EBM search skills are taught in UGME. Details are provided on learning environment, frequency of training, level of learners, resources and skills trained, and instructor roles.

IMPLICATIONS:

The results suggest a number of steps that librarians can take to improve information skills training including using a longitudinal approach, integrating consumer health resources, and developing robust assessments

Monday
Aug042014

Handel - Passacaglia

Working on it.  

Wednesday
Jun112014

Net Neutrality

Saturday
Jan252014

Rzewski - Winnsboro Cotton Mill Blues

The section that comes in at just before 3 min in both vids is something else.  

Edit: Here's a description of that section:

The initial two-note motive that Rzewski expands with hand and forearm clusters gradually morphs into a boogie-woogie bass, but without the swing so as to still effect the static drive of the cotton mill. Over this bass line he introduces the Winnsboro melody but in an extended, rhythmically disjointed manner so as only to give a hint of the flow of the melodic line. The right hand then picks up the bass line but a minor ninth above the bass to continue the drive towards alternating ninth chords in both hands that climax in alternating black and white key clusters at the extremes of the keyboard. Even throughout the darker cluster sections and the final climax, Rzewski maintains motivic unity by referencing the descending third sequence from the beginning of the Winnsboro melody. 

 

Tuesday
Dec312013