Bringing evidence to practice: a team approach to teaching skills

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dc.contributor.author Oliver, Kathleen Burr
dc.contributor.author Dalrymple, Prudence
dc.contributor.author Lehmann, Harold P.
dc.contributor.author McClellan, Deborah Ann
dc.contributor.author Robinson, Karen A.
dc.contributor.author Twose, Claire
dc.date.accessioned 2008-02-19T14:10:14Z
dc.date.available 2008-02-19T14:10:14Z
dc.date.issued 2008-01
dc.identifier.citation J Med Libr Assoc 2008 Jan; 96(1):50-57 en
dc.identifier.uri http://jhir.library.jhu.edu/handle/1774.2/32575
dc.description Highlights ● 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.abstract Objective: 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.provenance Submitted by KATHLEEN OLIVER (koliver@jhmi.edu) on 2008-02-18T21:16:59Z No. of bitstreams: 1 Oliver.JMLA.Jan08.pdf: 105739 bytes, checksum: 5d698f13aa3fb46130d649f0c66abeb9 (MD5) en
dc.description.provenance Rejected by LORI ROSMAN(lrosman@jhmi.edu), reason: please add the other authors. on 2008-02-18T21:21:56Z (GMT) en
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dc.description.provenance Rejected by LORI ROSMAN(lrosman@jhmi.edu), reason: Kate, I noticed that the author names do not list you first. Is there a way to re-enter them to have them appear in the correct order? Lori on 2008-02-18T22:06:08Z (GMT) en
dc.description.provenance Submitted by KATHLEEN OLIVER (koliver@jhmi.edu) on 2008-02-18T22:36:32Z No. of bitstreams: 1 Oliver.JMLA.Jan08.pdf: 105739 bytes, checksum: 5d698f13aa3fb46130d649f0c66abeb9 (MD5) en
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dc.description.provenance Approved for entry into archive by LORI ROSMAN(lrosman@jhmi.edu) on 2008-02-19T14:10:14Z (GMT) No. of bitstreams: 1 Oliver.JMLA.Jan08.pdf: 105739 bytes, checksum: 5d698f13aa3fb46130d649f0c66abeb9 (MD5) en
dc.description.provenance Made available in DSpace on 2008-02-19T14:10:14Z (GMT). No. of bitstreams: 1 Oliver.JMLA.Jan08.pdf: 105739 bytes, checksum: 5d698f13aa3fb46130d649f0c66abeb9 (MD5) Previous issue date: 2008-01 en
dc.description.sponsorship National Library of Medicine training fellowships 1F37LM008608-01, 1F38LM008610-01 en
dc.language.iso en_US en
dc.publisher Allen Press en
dc.subject Libraries, Medical en
dc.subject Librarians en
dc.subject Professional Role en
dc.subject Evidence-based Medicine/education en
dc.subject Interprofessional relations en
dc.subject Information Services en
dc.subject.mesh Faculty en
dc.subject.mesh Knowledge acquisition en
dc.subject.mesh Graduate Education en
dc.subject.mesh Librarians en
dc.subject.mesh Public Health Practice en
dc.subject.mesh Educational process of instructing en
dc.subject.mesh Educational Curriculum en
dc.subject.mesh Medicine en
dc.subject.mesh Schools en
dc.subject.mesh Public Health en
dc.subject.mesh Information Services en
dc.subject.mesh student en
dc.subject.mesh Universities en
dc.subject.mesh research en
dc.subject.mesh Libraries en
dc.subject.mesh Science en
dc.subject.mesh Goals en
dc.subject.mesh Mentors en
dc.subject.mesh field of informatics en
dc.subject.mesh Classification en
dc.subject.mesh Role en
dc.subject.mesh Health en
dc.subject.mesh Federal Government en
dc.subject.mesh Peer Review en
dc.subject.mesh Literature en
dc.subject.mesh Writing en
dc.subject.mesh Knowledge en
dc.subject.mesh Academic Medical Centers en
dc.subject.mesh Schools, Public Health en
dc.subject.mesh Ambulatory Care Facilities en
dc.subject.mesh Schools, Medical en
dc.subject.mesh Education, Public Health Professional en
dc.subject.mesh Publishing en
dc.subject.mesh Health Personnel en
dc.subject.mesh methods en
dc.subject.mesh information retrieval en
dc.subject.mesh Set en
dc.subject.mesh Exercise en
dc.subject.mesh Pharmaceutical Preparations en
dc.subject.mesh Information Sciences en
dc.subject.mesh standards characteristics en
dc.subject.mesh Foundations en
dc.subject.mesh Epidemiology en
dc.subject.mesh Clinical Medicine en
dc.subject.mesh Exercises en
dc.subject.mesh Technology en
dc.subject.mesh Disease en
dc.subject.mesh Centers for Disease Control en
dc.subject.mesh Training Programs en
dc.subject.mesh Libraries, Medical en
dc.subject.mesh Information Centers en
dc.subject.mesh Time en
dc.subject.mesh Bioterrorism en
dc.subject.mesh Human Development en
dc.subject.mesh Occupations en
dc.subject.mesh Nature en
dc.subject.mesh Psychological Transfer en
dc.subject.mesh Educational Status en
dc.subject.mesh Evidence-Based Medicine en
dc.subject.mesh Educational aspects en
dc.subject.mesh Professional Role en
dc.subject.mesh Needs Assessment en
dc.subject.mesh Work en
dc.subject.mesh Population Group en
dc.subject.mesh Program Evaluation en
dc.subject.mesh Mental association en
dc.subject.mesh Persons en
dc.subject.mesh Library Services en
dc.subject.mesh geographic population en
dc.subject.mesh Decision Making en
dc.subject.mesh International Educational Exchange en
dc.subject.mesh Personality en
dc.subject.mesh Library Science en
dc.subject.mesh Intrinsic drive en
dc.subject.mesh Organizational Case Studies en
dc.subject.mesh Problem-Based Learning en
dc.subject.mesh Education, Medical, Undergraduate en
dc.subject.mesh Comprehension en
dc.subject.mesh Models, Educational en
dc.subject.mesh Biological Models en
dc.subject.mesh Physical activity en
dc.subject.mesh Name en
dc.subject.mesh Schools, Health Occupations en
dc.subject.mesh Professional Competence en
dc.subject.mesh Methodology en
dc.subject.mesh Identification en
dc.subject.mesh Posters [Publication Type] en
dc.subject.mesh Programs [Publication Type] en
dc.subject.mesh Education, Continuing en
dc.subject.mesh Education, Nursing en
dc.subject.mesh Nursing Research en
dc.subject.mesh Indium en
dc.subject.mesh Education, Distance en
dc.subject.mesh Behavior en
dc.subject.mesh Clinical Clerkship en
dc.subject.mesh Education, Dental en
dc.subject.mesh Interdisciplinary Studies en
dc.subject.mesh confidentiality en
dc.subject.mesh Individuality en
dc.subject.mesh Medical Informatics en
dc.title Bringing evidence to practice: a team approach to teaching skills en
dc.type Article en

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