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Sunday, May 15 • 4:30pm - 6:00pm
Instructional Best Practices

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Beyond Sutures: Integrating Library Instruction into Surgery Clerkship and Measuring the Results: A Cautionary Tale
4:35 PM - 4:55 PM
Objective: Are surgery clerkship students who attend a library class more efficient and effective at finding information? Do they use more specialized surgery information sources? Do they find higher quality, more relevant, and more current evidence? Does their comfort in using this evidence for patient care correlate with its quality? Can this study provide quantitative evidence for library instruction outcomes?
Methods: A librarian teaches a class to surgery clerkship students at one teaching hospital, while students at three other sites receive no instruction. This study hoped to demonstrate that students receiving instruction developed better information skills, thus supporting expanded instruction. The program in medical education and committee on human subjects approved this study. The National Network of Libraries of Medicine, New England Region, provided funds. We invited all clerkship students to participate. Students gave consent and were asked to complete an online survey and information challenge. Based on their previous research experience, students were assigned one of two topics, randomized, or dropped. Two librarians scored results based on: quality of the evidence found, students' ability to correctly identify the type of evidence, speed, confidence in using this evidence for patient care, and use of sources that were new to them.
Results: Fifty-three students began survey; 46 completed information challenge. Fourteen (26.4%) participants had taken the class. Median time to complete survey: 9.2 minutes in-class group versus 8.0 minutes in non-class group (P=0.47). Nine students (69.2%) who took the class correctly identified the level of evidence they produced versus 20 (60.6%) non-class students (P=0.59). There was no statistical difference in the remaining scores between the 2 groups.
Conclusions: What can be learned from these results? Study flaws included: participants who did not complete the challenge, small number of participants (14) who took the class, and attempt to measure too many complex outcomes. Initial difficulty in finding statistical support was a major problem. Recommendations for future researchers: obtain statistical support during planning, limit number of outcomes and measure them in a simple way, provide participant incentives only to those who complete entire instrument, and score results of a required assignment.
Authors: Julia Whelan, AHIP, Reference and Education Services Librarian, Countway Medical Library, Medical School, Harvard University, Boston, MA; Elizabeth Breen, Assistant Professor and Director, Surgery Core Clerkship, General Surgery, Brigham and Women's Hospital, Boston, MA; P. Scott Lapinski, Digital Resource and Services Librarian, Countway Medical Library, Medical School, Harvard University, Boston, MA; Gita Mody, Clinical Fellow, Surgery, Surgery Education, Brigham and Womens Hospital, Boston, MA

Using Role Play to Teach Literature Search Skills to Pharmacy Students
4:55 PM - 5:15 PM
Objective: To use role play to demonstrate the search process for obtaining the literature students need to write a proposal for a research project.
Methods: Two librarians serve as liaisons to a college of pharmacy. The course instructor initiated the use of both role play and worksheets in a class for writing a research proposal to ninety professional third-year students at a state university. During the role play, the instructor assumed the role of a student consulting a librarian to gather appropriate literature; the second librarian used the classroom computer to act as the student conducting the search following the instruction. Upon locating a relevant study report, the librarian would discuss how to use the information to locate other resources, such as a randomized controlled trial. The worksheet required students to follow the role play and identify specific items in the search and provide feedback. Follow-up voluntary workshops were offered where the librarians provided individual instruction and searching assistance.
Results: Most comments (73%) from the worksheet contained positive feedback; specific comments also will be summarized. In the previous years with a standard lecture presentation, 4 students attended the follow-up workshop. After the role play, 24 students attended. Instructors perceived that the role play made search strategies and the thought process explicit and modeled collaboration skills.
Conclusions: Role play appears to be an effective instructional strategy for demonstrating the literature search process. Additionally, the role play models collaboration between the student and librarians, to effectively retrieve relevant literature for writing their research proposals.
Authors: Jennifer R. Martin, Assistant Librarian; Sandra S. Kramer, Assistant Director, Services, Arizona Health Sciences Library; Marion K. Slack, Professor, Department of Pharmacy Practice and Science; The University of Arizona, Tucson, AZ

Preparing Students to Practice Evidence-based Medicine in Residency: Rethinking Pre-post Evaluation Method after a Pilot Course
5:15 PM - 5:35 PM
Objective: To assess skill acquisition specifically, as opposed to merely understanding concepts, for students taking a self-directed, web-based, evidence-based medicine (EBM) information skills course.
Methods: The previous pilot course with a pre-post test on EBM concepts showed effective learning, but whether or not students’ literature search skills improved at the end of the pilot course was not clear. To find that out, the pilot course was revised in several ways. In particular, two pre-course literature search exercises were added. This allows comparison of pre-course search results with results of the graded literature search exercises students must perform at the end of the course. The final literature search exercises, in fact, cover the same clinical scenarios as the pre-course exercises, so direct comparison of results is possible. However, in the pre-course literature search exercises students are free to follow any procedure they choose. The graded exercises supply more guidance in formulating a targeted strategy. The paired t test analysis will be used to assess the progress shown in those search exercises as well as in EBM tests.
Results: Thirty-six out of 41 students who registered for the course completed the course to date; 25 were included in the pre-post test study and 29 were included in the pre-post literature search study. On average, students improved their pre-post test scores from 7.28 to 8.6 (maximum score of 10), and their pre-post literature search scores from 73.33% to 92%. A paired t test analysis applied to both sets of data showed a statistically significant difference (<0.001). This difference increased when students who scored less than or equal to 80% on the pre-course literature search were analyzed separately. This least prepared subset of students all demonstrated substantially improved skills in the post-literature search exercise.
Conclusions: The consistent success of the subgroup of less than or equal to 80% score supports that the course provided useful elevation of skills prior to residency training. The pre-post format showed itself to be effective in assessing students’ improvement.
Authors: Assako N. Holyoke, Medical Reference Librarian, Medical Center Library; James J. Deckert, Associate Adjunct Professor, Family and Community Medicine; Saint Louis University, St. Louis, MO

Group Activities in Online Instruction: A Social Knowledge-sharing Group Exercise to Evaluate the Implementation of National Library of Medicine's 2006-2016 Long Range Plan
5:35 PM - 5:55 PM
Objective: Medical librarianship is taught as an online elective at San Jose State University's School of Library and Information Science. With a 33% growth in class size in fall 2010, the instructor sought an instructional method to make learning more efficient and interesting. The instructor planned and implemented a small-group social-bookmarking assignment focusing on the evaluation of the National Library of Medicine’s (NLM's) 2006-2016 Long Range Plan.
Methods: Setting/Participants/Resources: The instructor registered for a “Teacher Console” at the Diigo website and divided the class into six four-student groups. Each student received an instructor-initiated individual and group Diigo identity and instructions to install the Diigo browser toolbar. Students were introduced to the NLM goals detailed in the NLM 2006-2016 plan in an online lecture. Each group was asked to discover and tag evidence for their chosen NLM goal in the form of twenty Diigo bookmarks posted in their Diigo group. Groups were required to tag their evidence with goal numbers and provide either a captured image sample or an original annotation explaining their selection. Each group received a grade for this collaborative activity, and a survey was conducted to assess their satisfaction with the learning that took place in this activity.
Results: All students completed the entire course in mid-December 2010. In earl…


Sunday May 15, 2011 4:30pm - 6:00pm
101B - Minneapolis Convention Center

Attendees (59)




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