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Stellwagen QH, Rowley KL, Otto J. Flip This Class: Maximizing Student Learning in Information Literacy Skills in the Composition Classroom through Instructor and Librarian Collaboration. JOURNAL OF LIBRARY ADMINISTRATION 2022. [DOI: 10.1080/01930826.2022.2102377] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
Affiliation(s)
- Qing H. Stellwagen
- Librarian for Diversity & Inclusion Studies, Political Science, and International Affairs, John F. Kennedy Library, Eastern Washington University, Cheney, WA, USA
| | - Kathy L. Rowley
- Senior Lecturer, Department of English, Eastern Washington University, Cheney, WA, USA
| | - Justin Otto
- Librarian for Discovery Services, Systems, and Scholarly Communications, John F. Kennedy Library, Eastern Washington University, Cheney, WA, USA
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A STEM e-class in action: A case study for asynchronous one-shot library instruction. JOURNAL OF ACADEMIC LIBRARIANSHIP 2021. [DOI: 10.1016/j.acalib.2021.102414] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Shrivastava S, Shrivastava P. Exposing medical students to Pecha Kucha during their training period: Need of the hour. MULLER JOURNAL OF MEDICAL SCIENCES AND RESEARCH 2021. [DOI: 10.4103/mjmsr.mjmsr_45_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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The Contribution of the Flipped Classroom Method to the Development of Information Literacy: A Systematic Review. SUSTAINABILITY 2020. [DOI: 10.3390/su12187273] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
With the arrival of the Internet and information and communication technologies (ICTs), today’s society has driven many changes in which the digital channel is one of the main information consumption channels for young university students. Due to the turbulent landscape full of fake news and confusing information we have entered, there is a need to promote information literacy among quality students. To this end, the use of innovative strategies and methods such as Flipped Classroom can be a novel alternative to receive this content. Based on these ideas, the objective of this work was framed in the methodological design corresponding to the systematic review. Thus, empirical work was compiled to put into practice the Flipped Classroom methodology and to promote informational teaching from different knowledge disciplines at the university level. The results showed that the application of the methodology is multivariate, and that it can be administered to students in various ways (video-tutorials, animated videos, training modules, etc.) depending on the creativity of the teacher. Likewise, the results compiled in the review turn towards the improvement of the students’ informational skills, as well as the increase in diverse personal and academic variables.
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Saracoglu KT, Yilmaz M, Turan AZ, Kus A, Colak T, Saracoglu A. Pecha Kucha with Part-Task Training Improves Airway Management in Fresh Frozen Cadavers: A Case-Control Observational Study. Med Princ Pract 2020; 29:532-537. [PMID: 32069469 PMCID: PMC7768097 DOI: 10.1159/000506597] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/25/2019] [Accepted: 02/16/2020] [Indexed: 11/19/2022] Open
Abstract
OBJECTIVE The objective of this study was to ascertain whether the addition of part-task training as a step in Pecha Kucha for fiberoptic tracheal intubation increases the success rate and reduces the complication rate. SUBJECTS AND METHODS The residents of the Department of Anesthesiology were initially included in an orientation program. We used the Pecha Kucha method for the presentation of teaching fiberoptic intubation skills. Afterwards the participants were trained in Laerdal® airway management and each participant performed tracheal intubation using the Aintree catheter. The participants were divided into two groups. Group 1 (n = 9) received part-task training and group 2 (n = 9) received whole-task training. The tracheal intubation performances of participants were evaluated on fresh frozen cadavers. The number of interventions, incidence of complications, success rate, and optimization maneuver requirements were recorded. RESULTS Eighteen residents aged between 27 and 33 years were included. All were junior residents with less than 2 years of experience. There was no significant difference in terms of duration of tracheal intubation, complication rates, and optimization maneuvers between the study groups. Six participants could not place the tracheal tube in the last section. The success rates for the part-task group during Aintree and tracheal tube placement were 100 and 66.7%, respectively, whereas the rates were 55.6 and 44.4%, respectively, in whole-task group (p < 0.05). CONCLUSION In addition to the Pecha Kucha method in fiberoptic intubation training, simulation-based part-task training appears to increase the success rate and to reduce the complication rate on fresh frozen cadavers.
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Affiliation(s)
- Kemal Tolga Saracoglu
- Department of Anesthesiology and Intensive Care, Health Sciences University Medical School, Istanbul, Turkey,
| | - Mehmet Yilmaz
- Department of Anesthesiology and Intensive Care, Health Sciences University Medical School, Kocaeli, Turkey
| | - Ayse Zeynep Turan
- Department of Anesthesiology and Intensive Care, Health Sciences University Medical School, Kocaeli, Turkey
| | - Alparslan Kus
- Department of Anesthesiology and Intensive Care, Kocaeli University Medical School, Kocaeli, Turkey
| | - Tuncay Colak
- Department of Anatomy, Kocaeli University Medical School, Kocaeli, Turkey
| | - Ayten Saracoglu
- Department of Anesthesiology and Intensive Care, Marmara University Medical School, Istanbul, Turkey
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Bakcek O, Tastan S, Iyigun E, Kurtoglu P, Tastan B. Comparison of PechaKucha and traditional PowerPoint presentations in nursing education: A randomized controlled study. Nurse Educ Pract 2020; 42:102695. [DOI: 10.1016/j.nepr.2020.102695] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2017] [Revised: 12/15/2018] [Accepted: 01/05/2020] [Indexed: 11/26/2022]
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Abstract
In 2014, the library curriculum for the College of Pharmacy was revised, with the number of sessions increased from one per term for two terms to one per term for three terms, instruction was scaffolded, and the flipped classroom model was employed, with active learning and assessments used throughout. This article will describe how the active learning portion of one session was gamified: why a "serious game" was the correct tool to use to improve student learning, how the game was created, and what was the theory underlying this transformation.
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Affiliation(s)
- Carol Shannon
- Taubman Health Sciences Library, University of Michigan, Ann Arbor, USA
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Allan C. Sharing is caring: Using knowledge management to enhance subject librarian-student contact. JOURNAL OF BUSINESS & FINANCE LIBRARIANSHIP 2019. [DOI: 10.1080/08963568.2019.1693849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Charles Allan
- Albert B. Alkek Library, Texas State University, San Marcos, Texas, USA
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Dabengwa IM, Raju J, Matingwina T. Academic librarian's transition to blended librarianship: a phenomenology of selected academic librarians in Zimbabwe. JOURNAL OF ACADEMIC LIBRARIANSHIP 2019. [DOI: 10.1016/j.acalib.2019.04.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Carroll AJ, Hallman SJ, Umstead KA, McCall J, DiMeo AJ. Using information literacy to teach medical entrepreneurship and health care economics. J Med Libr Assoc 2019; 107:163-171. [PMID: 31019384 PMCID: PMC6466497 DOI: 10.5195/jmla.2019.577] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2018] [Accepted: 11/01/2018] [Indexed: 11/20/2022] Open
Abstract
Objective Entrepreneurship and innovative product design in health care requires expertise in finding and evaluating diverse types of information from a multitude of sources to accomplish a number of tasks, such as securing regulatory approval, developing a reimbursement strategy, and navigating intellectual property. The authors sought to determine whether an intensive, specialized information literacy training program that introduced undergraduate biomedical engineering students to these concepts would improve the quality of the students' design projects. We also sought to test whether information literacy training that included active learning exercises would offer increased benefits over training delivered via lectures and if this specialized information literacy training would increase the extent of students' information use. Methods A three-arm cohort study was conducted with a control group and two experimental groups. Mixed methods assessment, including a rubric and citation analysis, was used to evaluate program outcomes by examining authentic artifacts of student learning. Results Student design teams that received information literacy training on topics related to medical entrepreneurship and health care economics showed significantly improved performance on aspects of project performance relevant to health care economics over student design teams that did not receive this training. There were no significant differences between teams that engaged in active learning exercises and those that only received training via lectures. Also, there were no significant differences in citation patterns between student teams that did or did not receive specialized information literacy training. Conclusions Information literacy training can be used as a method for introducing undergraduate health sciences students to the health care economics aspects of the medical entrepreneurship life cycle, including the US Food and Drug Administration regulatory environment, intellectual property, and medical billing and reimbursement structures.
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Affiliation(s)
- Alexander J Carroll
- Lead Librarian for Research Engagement, NC State University Libraries, North Carolina State University, Raleigh, NC,
| | - Shelby J Hallman
- Research Librarian for Engineering and Entrepreneurship, Libraries, North Carolina State University, Raleigh, NC,
| | - Kelly A Umstead
- Assistant Professor and Director of Graduate Programs, Department of Industrial Design, North Carolina State University, Raleigh, NC,
| | - James McCall
- Doctoral Student, Department of Biomedical Engineering, Joint University of North Carolina at Chapel Hill and North Carolina State University, Raleigh, NC,
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Ramos-Rincón JM, Sempere-Selva TSS, Romero-Nieto M, Peris-García J, Martínez-de la Torre G, Harris M, Fernández-Sánchez J. Pecha Kucha presentations by medical students in Spain. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2018; 9:244-245. [PMID: 30244236 PMCID: PMC6387764 DOI: 10.5116/ijme.5b92.52e3] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2018] [Accepted: 09/07/2018] [Indexed: 06/08/2023]
Affiliation(s)
- José Manuel Ramos-Rincón
- Department of Clinical Medicine, School of Medicine, Sant Joan d Alacant Campus, Miguel Hernandez University of Elche, Spain
| | | | - Mónica Romero-Nieto
- Department of Clinical Medicine, School of Medicine, Sant Joan d Alacant Campus, Miguel Hernandez University of Elche, Spain
| | - Jorge Peris-García
- Department of Clinical Medicine, School of Medicine, Sant Joan d Alacant Campus, Miguel Hernandez University of Elche, Spain
| | | | | | - Javier Fernández-Sánchez
- Department of Clinical Medicine, School of Medicine, Sant Joan d Alacant Campus, Miguel Hernandez University of Elche, Spain
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Nathaniel TI, Gainey JC, Williams JA, Stewart BL, Hood MC, Brechtel LE, Faulkner RV, Pendergrass JS, Black LA, Griffin SK, Troup CE, Reuben JS, Black AC. Impact and educational outcomes of a small group self-directed teaching strategy in a clinical neuroscience curriculum. ANATOMICAL SCIENCES EDUCATION 2018; 11:478-487. [PMID: 29251834 DOI: 10.1002/ase.1759] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2017] [Revised: 06/27/2017] [Accepted: 11/18/2017] [Indexed: 06/07/2023]
Abstract
The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2-hour, self-directed small-group interactive clinical case-based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students' performances on the formative quizzes and summative tests were compared to those of first-year medical students in the previous year for whom the self-directed, small-group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first-year medical students with self-directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first-year students in the first year (Y1) for whom the self-directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self-directed, clinical teaching strategy in a clinical neuroscience curriculum for first-year medical students. Anat Sci Educ 11: 478-487. © 2017 American Association of Anatomists.
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Affiliation(s)
- Thomas I Nathaniel
- Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Jordan C Gainey
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Jessica A Williams
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Bianca L Stewart
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Michael C Hood
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Leanne E Brechtel
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Rakiya V Faulkner
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Jasmine S Pendergrass
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Leigh-Ann Black
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Scott K Griffin
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | | | - Jayne S Reuben
- Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Asa C Black
- Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, South Carolina
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Schweikhard AJ, Hoberecht T, Peterson A, Randall K. The Impact of Library Tutorials on the Information Literacy Skills of Occupational Therapy and Physical Therapy Students in an Evidence-Based Practice Course: A Rubric Assessment. Med Ref Serv Q 2018; 37:43-59. [PMID: 29327995 DOI: 10.1080/02763869.2018.1404388] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
This study measures how online library instructional tutorials implemented into an evidence-based practice course have impacted the information literacy skills of occupational and physical therapy graduate students. Through a rubric assessment of final course papers, this study compares differences in students' search strategies and cited sources pre- and post-implementation of the tutorials. The population includes 180 randomly selected graduate students from before and after the library tutorials were introduced into the course curriculum. Results indicate a statistically significant increase in components of students' searching skills and ability to find higher levels of evidence after completing the library tutorials.
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Affiliation(s)
- April J Schweikhard
- a Horace W. Sturgis Library , Kennesaw State University , Kennesaw , Georgia , USA
| | | | | | - Ken Randall
- b University of Oklahoma-Tulsa , Tulsa , Oklahoma , USA
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Tagge N. Leveraging accreditation to integrate sustainable information literacy instruction into the medical school curriculum. J Med Libr Assoc 2018; 106:377-382. [PMID: 29962916 PMCID: PMC6013141 DOI: 10.5195/jmla.2018.276] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2017] [Accepted: 03/01/2018] [Indexed: 11/20/2022] Open
Abstract
Background While the term “information literacy” is not often used, the skills associated with that concept are now central to the mission and accreditation process of medical schools. The simultaneous emphasis on critical thinking skills, knowledge acquisition, active learning, and development and acceptance of technology perfectly positions libraries to be central to and integrated into the curriculum. Case Presentation This case study discusses how one medical school and health sciences library leveraged accreditation to develop a sustainable and efficient flipped classroom model for teaching information literacy skills to first-year medical students. The model provides first-year medical students with the opportunity to learn information literacy skills, critical thinking skills, and teamwork, and then practice these skills throughout the pre-clerkship years. Conclusions The curriculum was deemed a success and will be included in next year’s first-year curriculum. Faculty have reported substantial improvements in the information sources that first-year medical students are using in subsequent clinical reasoning conferences and in other parts of the curriculum. The effectiveness of the curriculum model was assessed using a rubric.
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Affiliation(s)
- Natalie Tagge
- Education Services Librarian, Ginsburg Health Sciences Library, Temple University, Philadelphia, PA
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Ohtake PJ, Lyons A, Glogowski M, Stellrecht E, Aronoff N, Grabowski J, Zafron ML. Using an interprofessional flipped classroom educational strategy for developing evidence-based practice knowledge and skills. ACTA ACUST UNITED AC 2018. [DOI: 10.1016/j.xjep.2017.12.010] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Abraham RR, Torke S, Gonsalves J, Narayanan SN, Kamath MG, Prakash J, Rai KS. Modified directed self-learning sessions in physiology with prereading assignments and Pecha Kucha talks: perceptions of students. ADVANCES IN PHYSIOLOGY EDUCATION 2018; 42:26-31. [PMID: 29341809 DOI: 10.1152/advan.00048.2017] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
The present study reports perceptions of first-year undergraduate medical students ( n = 120), regarding modified directed self-learning (DSL) sessions in physiology. Students were provided with prereading assignments (faculty developed PowerPoint slides containing diagrams with incomplete labeling/flowcharts with missing steps) pertaining to the DSL topic 1 wk before the scheduled small-group DSL presentations. During DSL presentation sessions, which were facilitated by teachers, a few students individually presented learning objectives in the specified topic. Apart from that, students discussed answers for the questions in the prereading assignment. Students were also given an opportunity to use technology to support DSL, by way of involving them in Pecha Kucha (PK) talks. The impact of the modified DSL method was determined by requesting students to respond to a validated questionnaire. Frequency analysis of the responses revealed that >60% of students were positive about the modified DSL sessions improving their DSL, presentation, collaborative learning, and information retrieving skills. Students agreed that PK talks helped them to learn how to organize content (65%), present concise information (65.8%), and apply creativity (72.5%). Even though small in number, there were comments that the prereading assignments were useful for learning. The present study revealed that, even though students actively participated in modified DSL sessions, their perceptions on satisfaction and usefulness of the same toward achievement of various skills were not encouraging. The study generated significant results, which implies that undergraduate medical students should be oriented on the relevance of active learning strategies in their future studies.
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Affiliation(s)
- Reem Rachel Abraham
- Department of Physiology, Melaka Manipal Medical College, Manipal University , Manipal, Karnataka , India
| | - Sharmila Torke
- Department of Physiology, Melaka Manipal Medical College, Manipal University , Manipal, Karnataka , India
| | - James Gonsalves
- Department of Physiology, Melaka Manipal Medical College, Manipal University , Manipal, Karnataka , India
| | - Sareesh Naduvil Narayanan
- Department of Physiology, Melaka Manipal Medical College, Manipal University , Manipal, Karnataka , India
| | - M Ganesh Kamath
- Department of Physiology, Melaka Manipal Medical College, Manipal University , Manipal, Karnataka , India
| | - Jay Prakash
- Department of Physiology, Melaka Manipal Medical College, Manipal University , Manipal, Karnataka , India
| | - Kiranmai S Rai
- Department of Physiology, Melaka Manipal Medical College, Manipal University , Manipal, Karnataka , India
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Reynolds L, Willenborg A, McClellan S, Linares RH, Sterner EA. Library instruction and information literacy 2016. REFERENCE SERVICES REVIEW 2017. [DOI: 10.1108/rsr-08-2017-0028] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.
Findings
The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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Aronoff N, Stellrecht E, Lyons AG, Zafron ML, Glogowski M, Grabowski J, Ohtake PJ. Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience. J Med Libr Assoc 2017; 105:376-384. [PMID: 28983201 PMCID: PMC5624427 DOI: 10.5195/jmla.2017.179] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023] Open
Abstract
OBJECTIVE The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions. METHODS Students from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students' competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students' learning after the in-person session. RESULTS A total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased (p=0.001), indicating that the modules improved EBP skill competence. Student evaluations of the learning modules were positive. Students indicated that they acquired new information skills that contributed to their ability to develop a patient care plan and that they would use these information skills in their future clinical practice. CONCLUSIONS Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial.
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