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Evidence Based Practice and Information Literacy : A Perfect Partnership

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Tailored to reflect an EBP focus with problem solving clinical scenarios. ALIA Health 2003 ... What type of clinical question is the following? ... – PowerPoint PPT presentation

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Title: Evidence Based Practice and Information Literacy : A Perfect Partnership


1
Evidence Based Practice and Information Literacy
A Perfect Partnership
  • Author Karen Joc
  • Liaison Librarian
  • Presenter Kaye Lasserre Liaison Librarian

2
Introduction
  • Patients have access to the same resources as
    doctors. Doctors need to be able to make
    value-based decisions at the point of patient
    care.
  • EBP is The integration of best research evidence
    with clinical expertise and patient values
  • Source Evidence-based medicine how to practice
    and teach EBM by David Sackett et al 2000 p.1
  • Possession of EBP skills vital for doctors.
  • Information literacy is an essential component of
    EBP.

3
Structure of the MBBS Program
4
Information Literacy and the MBBS Program at UQ
  • Learning objectives and graduate attributes
    reflect importance of information literacy and
    lifelong learning.
  • No graduate can be considered educated until he
    or she is information literate.
  • EBP and Information Literacy Skills are assessed
    throughout the program.
  • Librarians work collaboratively with academic
    staff in planning, delivery and evaluation of
    information literacy programs into curriculum.
  • Most success in year one with four programs
    integrated into the curriculum.

5
The Problem
  • All integrated information literacy classes are
    conducted in the first 5 to 6 weeks of Year 1.
  • Large classes of 50-70 students.
  • Computer based environment.
  • Active or co-operative learning techniques.
  • Some transmission model teaching.

6
Librarian in the Classroom Pilot Project
  • In 2000 the University of Queensland Library
    surveyed all 4 years of the MBBS program.
  • Results of the survey clearly indicated that
    students were interested in a librarian visiting
    them during PBL and discussing the EBP process
    several time throughout the year.
  • After liaison with MBBS academics the Librarian
    in the Classroom pilot project commenced in
    2001.

7
Analysis of the Pilot Program Classes
  • Initial classes were conducted in the PBL
    environment in 2001 and follow up refresher
    sessions in October 2001.
  • Following the success of the project in 2001 the
    project continued in 2002.
  • Tailored to reflect an EBP focus with problem
    solving clinical scenarios.

8
EBP Process _at_ UQL
  • Step 1 Patient/Problem/Population
  • Step 2 Formulation of the Clinical Question
    using PICO
  • Step 3 Study/Question Type
  • Step 4 Search the literature
  • Step 5 Critically Appraise the Literature
  • Step 6 Patient/Problem/Population

9
Statistics
  • 21 classes conducting in 2001 with 89 of
    students attending.
  • 9 follow up sessions in 2001 with 65 of the
    student population attending.
  • 19 classes in 2002 with 89 of students attending.

10
The Quiz
  • Developed collaboratively by MBBS liaison
    librarians and academics.
  • The quiz was devised and delivered using WebCt.
  • Flexible delivery of summative assessment allows
    students to learn from their mistakes in real
    time.
  • Quiz comprised of 8 multiple-choice questions
    with a total possible score of 10.
  • Students had 15 minute time limit and a limit of
    2 attempts

11
Analysis of participants EBP and Information
Literacy education
12
Results of the Quiz
  • Distributed to all 4 years.
  • Data available from years 1,2 and 3.
  • Lower response rate from year 3.
  • When administering a web based quiz.
  • Timing is critical to success
  • Difficult to motivate student to take quizzes not
    linked to assessment
  • Academics presumed students in the later years
    would obtain higher results than those in early
    years.

13
Big Picture Results
  • Questions that scored well
  • Questions 1, 3 and 4
  • Questions that scored not so well
  • Questions 7,6 and 5
  • Questions that were indifferent
  • Questions 2 and 8

14
Not so well answered - Q 3
  • When using UQ Cybrary, which is the best
    Database to use to search for an effective form
    of treatment for a disease or condition?
  • 1. PubMed Clinical Queries
  • 2. Medline Clinical Queries
  • 3. Cochrane Library
  • 4. AMI

15
Not so well answered - Q 4
  • What type of clinical question is the following?
  • In patients with acute or viral bronchitis, do
    antibiotics significantly reduce the severity of
    symptoms?
  • 1. Therapy
  • 2. Prognosis
  • 3. Diagnosis
  • 4. Etiology/Harm

16
Well answered Q 6
  • When using UQ Cybrary, which is the best
    Database to search to answer the following
    question? 
  • In patients with high blood pressure, does the
    administration of nifedipine increase the risk of
    cancer?
  • 1. Cochrane Library
  • 2. PubMed/Medline Clinical Queries
  • 3. CINAHL
  • 4. AMI

17
Well answered - Q 5
  • What is the best type of study design for a
    Diagnostic Question?
  • 1. Randomised Control Trial
  • 2. Systematic Review
  • 3. Cross-sectional study with a gold standard
    comparison
  • 4. Cohort Study
  • 5. Case-controlled Study

18
Summary of Results
  • Year 2 - Mean 7.6
  • Year 1 - Mean 7.3
  • Year 3 - Mean 6.3
  • Students who had participated in The Librarian
    in the Classroom Pilot project outperformed
    those that hadnt.
  • Those which had received the training twice
    performed the best.

19
Conclusion
  • Those students who had been exposed to the pilot
    project the Librarian in the Classroom
    outperformed those which had not been involved in
    the project.
  • Reasonable to conclude that the project has
    contributed to these new doctors acquiring the
    skills of information literacy and EBP.

20
Future Directions
  • Continue the program in 2003.
  • Continue to collaborate and integrate additional
    information literacy programs into the MBBS
    curriculum.
  • Integrate the Librarian in the Classroom, into
    the Year 2 curriculum.
  • Incorporate the program into other areas of
    allied health such as, physiotherapy,
    occupational therapy, and human movement studies.
  • Year 1 MBBS liaison librarian will participate in
    the assessment of Year 1 literature review
    presentations.

21
Any Questions?
  • Thank you!
  • Karen Joc
  • k.joc_at_library.uq.edu.au
  • (07) 3365 7375
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