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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
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
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
dc.description.sponsorshipNational Library of Medicine training fellowships 1F37LM008608-01, 1F38LM008610-01en
dc.language.isoen_USen
dc.publisherAllen Pressen
dc.subjectLibraries, Medicalen
dc.subjectLibrariansen
dc.subjectProfessional Roleen
dc.subjectEvidence-based Medicine/educationen
dc.subjectInterprofessional relationsen
dc.subjectInformation Servicesen
dc.subject.meshFacultyen
dc.subject.meshKnowledge acquisitionen
dc.subject.meshGraduate Educationen
dc.subject.meshLibrariansen
dc.subject.meshPublic Health Practiceen
dc.subject.meshEducational process of instructingen
dc.subject.meshEducational Curriculumen
dc.subject.meshMedicineen
dc.subject.meshSchoolsen
dc.subject.meshPublic Healthen
dc.subject.meshInformation Servicesen
dc.subject.meshstudenten
dc.subject.meshUniversitiesen
dc.subject.meshresearchen
dc.subject.meshLibrariesen
dc.subject.meshScienceen
dc.subject.meshGoalsen
dc.subject.meshMentorsen
dc.subject.meshfield of informaticsen
dc.subject.meshClassificationen
dc.subject.meshRoleen
dc.subject.meshHealthen
dc.subject.meshFederal Governmenten
dc.subject.meshPeer Reviewen
dc.subject.meshLiteratureen
dc.subject.meshWritingen
dc.subject.meshKnowledgeen
dc.subject.meshAcademic Medical Centersen
dc.subject.meshSchools, Public Healthen
dc.subject.meshAmbulatory Care Facilitiesen
dc.subject.meshSchools, Medicalen
dc.subject.meshEducation, Public Health Professionalen
dc.subject.meshPublishingen
dc.subject.meshHealth Personnelen
dc.subject.meshmethodsen
dc.subject.meshinformation retrievalen
dc.subject.meshSeten
dc.subject.meshExerciseen
dc.subject.meshPharmaceutical Preparationsen
dc.subject.meshInformation Sciencesen
dc.subject.meshstandards characteristicsen
dc.subject.meshFoundationsen
dc.subject.meshEpidemiologyen
dc.subject.meshClinical Medicineen
dc.subject.meshExercisesen
dc.subject.meshTechnologyen
dc.subject.meshDiseaseen
dc.subject.meshCenters for Disease Controlen
dc.subject.meshTraining Programsen
dc.subject.meshLibraries, Medicalen
dc.subject.meshInformation Centersen
dc.subject.meshTimeen
dc.subject.meshBioterrorismen
dc.subject.meshHuman Developmenten
dc.subject.meshOccupationsen
dc.subject.meshNatureen
dc.subject.meshPsychological Transferen
dc.subject.meshEducational Statusen
dc.subject.meshEvidence-Based Medicineen
dc.subject.meshEducational aspectsen
dc.subject.meshProfessional Roleen
dc.subject.meshNeeds Assessmenten
dc.subject.meshWorken
dc.subject.meshPopulation Groupen
dc.subject.meshProgram Evaluationen
dc.subject.meshMental associationen
dc.subject.meshPersonsen
dc.subject.meshLibrary Servicesen
dc.subject.meshgeographic populationen
dc.subject.meshDecision Makingen
dc.subject.meshInternational Educational Exchangeen
dc.subject.meshPersonalityen
dc.subject.meshLibrary Scienceen
dc.subject.meshIntrinsic driveen
dc.subject.meshOrganizational Case Studiesen
dc.subject.meshProblem-Based Learningen
dc.subject.meshEducation, Medical, Undergraduateen
dc.subject.meshComprehensionen
dc.subject.meshModels, Educationalen
dc.subject.meshBiological Modelsen
dc.subject.meshPhysical activityen
dc.subject.meshNameen
dc.subject.meshSchools, Health Occupationsen
dc.subject.meshProfessional Competenceen
dc.subject.meshMethodologyen
dc.subject.meshIdentificationen
dc.subject.meshPosters [Publication Type]en
dc.subject.meshPrograms [Publication Type]en
dc.subject.meshEducation, Continuingen
dc.subject.meshEducation, Nursingen
dc.subject.meshNursing Researchen
dc.subject.meshIndiumen
dc.subject.meshEducation, Distanceen
dc.subject.meshBehavioren
dc.subject.meshClinical Clerkshipen
dc.subject.meshEducation, Dentalen
dc.subject.meshInterdisciplinary Studiesen
dc.subject.meshconfidentialityen
dc.subject.meshIndividualityen
dc.subject.meshMedical Informaticsen
dc.titleBringing evidence to practice: a team approach to teaching skillsen
dc.typeArticleen


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