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dc.contributor.authorOliver, Kathleen Burr
dc.contributor.authorDalrymple, Prudence
dc.contributor.authorLehmann, Harold P.
dc.contributor.authorMcClellan, Deborah Ann
dc.contributor.authorRobinson, Karen A.
dc.contributor.authorTwose, Claire
dc.date.accessioned2008-02-19T14:10:14Z
dc.date.available2008-02-19T14:10:14Z
dc.date.issued2008-01
dc.identifier.citationJ Med Libr Assoc 2008 Jan; 96(1):50-57en_US
dc.identifier.urihttp://jhir.library.jhu.edu/handle/1774.2/32575
dc.descriptionHighlights ● Interdisciplinary faculty designed and offered a graduate- level course to teach the skills required by an informationist in clinical and public health practice, further elaborating a model for preparing informationists. Implications ● This scalable approach to teaching skills for the transfer of evidence into practice could be replicated in academic health centers with similar pools of expertise; such replication could contribute data toward validating this training approach. ● Greater clarity on an appropriate, or ‘‘good enough,’’ standard of evidence for supporting point-of-action decision making is needed. ● Based on the assumption that practicing skills increases confidence and the likelihood that skills will be applied, this course included mentored practice of oral and written evidence presentation skills. Further research could determine whether a course that includes such mentored practice increases the likelihood that students will apply their newly acquired skills.en_US
dc.description.abstractObjective: The objectives were (1) to develop an academic, graduate-level course designed for information professionals seeking to bring evidence to clinical medicine and public health practice and to address, in the course approach, the ‘‘real-world’’ time constraints of these domains and (2) to further specify and realize identified elements of the ‘‘informationist’’ concept. Setting: The course took place at the Division of Health Sciences Informatics, School of Medicine, Johns Hopkins University. Participants: A multidisciplinary faculty, selected for their expertise in the course core competencies, and three students, two post-graduate National Library of Medicine (NLM) informationist fellows and one NLM second-year associate, participated in the research. Intervention: A 1.5-credit, graduate-level course, ‘‘Informationist Seminar: Bringing the Evidence to Practice,’’ was offered in October to December 2006. In this team-taught course, a series of lectures by course faculty and panel discussions involving outside experts were combined with in-class discussion, homework exercises, and a major project that involved choosing and answering, in both oral and written form, a real-world question based on a case scenario in clinical or public health practice. Conclusion: This course represents an approach that could be replicated in other academic health centers with similar pools of expertise. Ongoing journal clubs that reiterate the question-and-answer process with new questions derived from clinical and public health practice and incorporate peer review and faculty mentoring would reinforce the skills acquired in the seminar.en_US
dc.description.sponsorshipNational Library of Medicine training fellowships 1F37LM008608-01, 1F38LM008610-01en_US
dc.language.isoen_USen_US
dc.publisherAllen Pressen_US
dc.subjectLibraries, Medicalen_US
dc.subjectLibrariansen_US
dc.subjectProfessional Roleen_US
dc.subjectEvidence-based Medicine/educationen_US
dc.subjectInterprofessional relationsen_US
dc.subjectInformation Servicesen_US
dc.subject.meshFacultyen_US
dc.subject.meshKnowledge acquisitionen_US
dc.subject.meshGraduate Educationen_US
dc.subject.meshLibrariansen_US
dc.subject.meshPublic Health Practiceen_US
dc.subject.meshEducational process of instructingen_US
dc.subject.meshEducational Curriculumen_US
dc.subject.meshMedicineen_US
dc.subject.meshSchoolsen_US
dc.subject.meshPublic Healthen_US
dc.subject.meshInformation Servicesen_US
dc.subject.meshstudenten_US
dc.subject.meshUniversitiesen_US
dc.subject.meshresearchen_US
dc.subject.meshLibrariesen_US
dc.subject.meshScienceen_US
dc.subject.meshGoalsen_US
dc.subject.meshMentorsen_US
dc.subject.meshfield of informaticsen_US
dc.subject.meshClassificationen_US
dc.subject.meshRoleen_US
dc.subject.meshHealthen_US
dc.subject.meshFederal Governmenten_US
dc.subject.meshPeer Reviewen_US
dc.subject.meshLiteratureen_US
dc.subject.meshWritingen_US
dc.subject.meshKnowledgeen_US
dc.subject.meshAcademic Medical Centersen_US
dc.subject.meshSchools, Public Healthen_US
dc.subject.meshAmbulatory Care Facilitiesen_US
dc.subject.meshSchools, Medicalen_US
dc.subject.meshEducation, Public Health Professionalen_US
dc.subject.meshPublishingen_US
dc.subject.meshHealth Personnelen_US
dc.subject.meshmethodsen_US
dc.subject.meshinformation retrievalen_US
dc.subject.meshSeten_US
dc.subject.meshExerciseen_US
dc.subject.meshPharmaceutical Preparationsen_US
dc.subject.meshInformation Sciencesen_US
dc.subject.meshstandards characteristicsen_US
dc.subject.meshFoundationsen_US
dc.subject.meshEpidemiologyen_US
dc.subject.meshClinical Medicineen_US
dc.subject.meshExercisesen_US
dc.subject.meshTechnologyen_US
dc.subject.meshDiseaseen_US
dc.subject.meshCenters for Disease Controlen_US
dc.subject.meshTraining Programsen_US
dc.subject.meshLibraries, Medicalen_US
dc.subject.meshInformation Centersen_US
dc.subject.meshTimeen_US
dc.subject.meshBioterrorismen_US
dc.subject.meshHuman Developmenten_US
dc.subject.meshOccupationsen_US
dc.subject.meshNatureen_US
dc.subject.meshPsychological Transferen_US
dc.subject.meshEducational Statusen_US
dc.subject.meshEvidence-Based Medicineen_US
dc.subject.meshEducational aspectsen_US
dc.subject.meshProfessional Roleen_US
dc.subject.meshNeeds Assessmenten_US
dc.subject.meshWorken_US
dc.subject.meshPopulation Groupen_US
dc.subject.meshProgram Evaluationen_US
dc.subject.meshMental associationen_US
dc.subject.meshPersonsen_US
dc.subject.meshLibrary Servicesen_US
dc.subject.meshgeographic populationen_US
dc.subject.meshDecision Makingen_US
dc.subject.meshInternational Educational Exchangeen_US
dc.subject.meshPersonalityen_US
dc.subject.meshLibrary Scienceen_US
dc.subject.meshIntrinsic driveen_US
dc.subject.meshOrganizational Case Studiesen_US
dc.subject.meshProblem-Based Learningen_US
dc.subject.meshEducation, Medical, Undergraduateen_US
dc.subject.meshComprehensionen_US
dc.subject.meshModels, Educationalen_US
dc.subject.meshBiological Modelsen_US
dc.subject.meshPhysical activityen_US
dc.subject.meshNameen_US
dc.subject.meshSchools, Health Occupationsen_US
dc.subject.meshProfessional Competenceen_US
dc.subject.meshMethodologyen_US
dc.subject.meshIdentificationen_US
dc.subject.meshPosters [Publication Type]en_US
dc.subject.meshPrograms [Publication Type]en_US
dc.subject.meshEducation, Continuingen_US
dc.subject.meshEducation, Nursingen_US
dc.subject.meshNursing Researchen_US
dc.subject.meshIndiumen_US
dc.subject.meshEducation, Distanceen_US
dc.subject.meshBehavioren_US
dc.subject.meshClinical Clerkshipen_US
dc.subject.meshEducation, Dentalen_US
dc.subject.meshInterdisciplinary Studiesen_US
dc.subject.meshconfidentialityen_US
dc.subject.meshIndividualityen_US
dc.subject.meshMedical Informaticsen_US
dc.titleBringing evidence to practice: a team approach to teaching skillsen_US
dc.typeArticleen_US


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