医学院校图书馆与循证医学

阐述了循证医学的定义、核心思想、实践的基本过程和临床开展循证医学的意义,论述了在医学院校图书馆开展循证医学信息服务的必要性。同时,探讨了医学院校图书馆员应具备的素质,并提出了医学院校图书馆开展循证医学服务的创新举措。     

医学图书馆循证决策咨询服务之我见

以循证医学和循证决策原理为依据,开展卫生循证决策咨询服务。服务以支持卫生管理决策为宗旨,以多载体信息资源和科学研究方法为基础,以专业人员为保证,以个性化服务为特色,是医学图书信息机构开展面向卫生领导的创新信息服务。     

医学院校图书馆应对循证医学的举措

阐述了循证医学的定义、核心思想、实践的基本过程和临床开展循证医学的意义,论述了在医学院校图书馆开展循证医学信息服务的必要性。同时,探讨了医学院校图书馆员应具备的素质,并提出了医学院校图书馆开展循证医学的创新举措。     

循证医学与“参与式”信息服务

本阐述了循证医学的概念含义、发展现状以及对现代医学信息的需求，指出医院图书馆要顺应时代与技术的发展，完善信息服务基础建设，开展“参与式”主动服务，为循证医学实践提供优质、高效的科学依据。     

医学信息工作在循证医学发展中的作用

探讨循证医学对医疗决策和临床实践的意义，通过对医学信息工作在循证医学发展中的地位的论述，提出了医学信息工作对循证医学发展的重要性，医院图书馆的图书信息工作应如何迎接挑战，为临床循证医学的建设和发展提供信息保障。     

针对循证医学的图书馆个性化服务

循证医学已经成为了医学发展的新趋势和研究热点,也为图书馆的发展带来了机遇和挑战。文章简述了循证医学的基本概念、核心思想、基本步骤,以及图书馆开展针对循证医学的个性化服务的必要性和意义,最后提出了图书馆在开展关于循证医学的个性化服务方面的一些建议。参考文献6。     

循证医学与高等院校医学图书馆

本文简述了EBM的概念；EBM在中国的发展现状与未来；根据循证医学的原理，高等院校医学图书馆开展检索与统计分析相结合的服务。     

循证医学与医院图书馆发展建设

探讨循证医学对卫生决策和临床实践的意义,通过对医学情报工作在循证医学发展中的地位的论述,提出了医院图书馆的图书情报工作应如何迎接挑战,创新服务工作,加强信息建设,为临床循证医学实践提供文献保障。     

循证医学与医学文献检索

对如何获取循证医学资源进行介绍,在论述循证医学和文献检索关系的同时,提出医学文献检索服务及教学应积极参与循证医学实践,从服务的内容、层次、教学的方式、对象、内容等方面进行扩展,以适应现代临床医学发展的新趋势.     

循证医学数字图书馆体系结构的研究

医学模式从传统的经验医学逐渐向现代的求证医学转变，这种变化对医学信息的组织提出更高要求，基于网络和资源整合的数字图书馆技术恰恰适应现代循证医学的要求。面向循证医学的主题数字图书馆的研究论述了主题(面向循证医学)数字图书馆的特点和基本技术。文章重点讨论了循证医学数字图书馆的体系结构。     

面向知识服务的循证医学网络资源组织

针对不容乐观的EBM网络资源利用现状,提出面向知识服务的EBM网络资源组织,介绍EBM知识服务的内涵,对EBM网络资源的知识挖掘、组织流程进行说明,结合现存的两个EBM元数据方案提出一个改良的EBM元数据方案,举出运用EBM网络资源组织从而提供知识服务的实例,旨在为充分利用EBM网络资源打下基础。     

Evidence-Based Medicine and the Development of Medical Libraries in China

This article elaborates on the opportunities and challenges that evidence-based medicine (EBM) has posed to the development of medical libraries and summarizes the research in the field of evidence-based medicine and achievements of EBM practice in Chinese medical libraries. Issues such as building collections of information resources, transformation of information services models, human resources management, and training of medical librarians, clinicians, and EBM users are addressed. In view of problems encountered in EBM research and practice, several suggestions are made about important roles medical libraries can play in the future development of EBM in China.     

自动印书机在报刊工作中的应用前景探析

自动印书机(EBM)是ODB公司2007年的专利产品,能够自动印刷、修剪并装订用户所需资料,实现个性化服务。EBM2.0是EBM的新版本,主要有软件安装、资料检索、即时印刷、修剪整理和装订5个工作流程。EBM2.0在报纸发行机构、书店及图书馆的报刊工作中有极其广阔的应用前景。     

Teaching EBM teachers: a team approach

A collaborative Evidence-Based Medicine (EBM) course, co-taught by medical and library faculty, targets the needs of health care and information professionals involved in teaching and practicing EBM by introducing concepts, methods and tools of the EBM process. The one-week course engages working teams of health care and information professionals in case-based activities to encourage participation in the learning process and the "Train the Trainer" approach of the course. The interdisciplinary partnership, both of teachers and learners, has led to a successful and effective educational program that accentuates the strengths and contributions of each group. Further research will determine whether this collaborative experience leads to ongoing partnerships between these professional groups in the clinical setting.     

Evidence-based databases versus primary medical literature: an in-house investigation on their optimal use.

OBJECTIVE: The objective is to investigate the effectiveness of evidence-based medicine (EBM) resources in providing evidence for complex clinical questions versus general care management questions to identify situations for their optimal use. METHODS: In this investigation, forty complex clinical questions were randomly selected from an in-house archival database of questions received by librarians during clinical rounds. An additional forty questions were selected from a list of general care management questions received by the library from Pathways teams. To measure the effectiveness of resources in answering the questions, a team of librarians was asked to search UpToDate, the Cochrane Database of Systematic Reviews, and HealthGate Clinical Guidelines (formerly, EBM Solutions). The team then established consensus on whether a question was fully or partially answered by one of the above-mentioned EBM resources and was instructed to record the instances in which the primary literature needed to be used to answer the question completely. RESULTS: The study found that the EBM resources completely answered 20.0% of the 40 complex clinical questions and 47.5% of the 40 general care management questions, partially answered 40.0% of the complex clinical questions and 22.5% of the general care management questions, and did not answer 40.0% of the complex clinical questions and 30.0% of the general care management questions. CONCLUSION: The pervasive use of EBM resources in answering clinical questions is making it imperative for information specialists to develop an expertise on their appropriate use. By exploring their use in answering complex clinical questions and general care management questions, this paper underlines the strengths and weakness of EBM resources and provides information specialists with some basic knowledge about how these resources can be combined with the primary literature to strengthen their effectiveness.     

A survey study of evidence-based medicine training in US and Canadian medical schools

Purpose:

The authors conducted a survey examining (1) the current state of evidence-based medicine (EBM) curricula in US and Canadian medical schools and corresponding learning objectives, (2) medical educators'' and librarians'' participation in EBM training, and (3) barriers to EBM training.

Methods:

A survey instrument with thirty-four closed and open-ended questions was sent to curricular deans at US and Canadian medical schools. The survey sought information on enrollment and class size; EBM learning objectives, curricular activities, and assessment approaches by year of training; EBM faculty; EBM tools; barriers to implementing EBM curricula and possible ways to overcome them; and innovative approaches to EBM education. Both qualitative and quantitative methods were used for data analysis. Measurable learning objectives were categorized using Bloom''s taxonomy.

Results:

One hundred fifteen medical schools (77.2%) responded. Over half (53%) of the 900 reported learning objectives were measurable. Knowledge application was the predominant category from Bloom''s categories. Most schools integrated EBM into other curricular activities; activities and formal assessment decreased significantly with advanced training. EBM faculty consisted primarily of clinicians, followed by basic scientists and librarians. Various EBM tools were used, with PubMed and the Cochrane database most frequently cited. Lack of time in curricula was rated the most significant barrier. National agreement on required EBM competencies was an extremely helpful factor. Few schools shared innovative approaches.

Conclusions:

Schools need help in overcoming barriers related to EBM curriculum development, implementation, and assessment.

Implications:

Findings can provide a starting point for discussion to develop a standardized competency framework.     

Developing and using a rubric for evaluating evidence-based medicine point-of-care tools

Objective:

The research sought to establish a rubric for evaluating evidence-based medicine (EBM) point-of-care tools in a health sciences library.

Methods:

The authors searched the literature for EBM tool evaluations and found that most previous reviews were designed to evaluate the ability of an EBM tool to answer a clinical question. The researchers'' goal was to develop and complete rubrics for assessing these tools based on criteria for a general evaluation of tools (reviewing content, search options, quality control, and grading) and criteria for an evaluation of clinical summaries (searching tools for treatments of common diagnoses and evaluating summaries for quality control).

Results:

Differences between EBM tools'' options, content coverage, and usability were minimal. However, the products'' methods for locating and grading evidence varied widely in transparency and process.

Conclusions:

As EBM tools are constantly updating and evolving, evaluation of these tools needs to be conducted frequently. Standards for evaluating EBM tools need to be established, with one method being the use of objective rubrics. In addition, EBM tools need to provide more information about authorship, reviewers, methods for evidence collection, and grading system employed.

Highlights

• Eleven of the fourteen previous evidence-based medicine (EBM) tool evaluations were based on clinicians evaluating tools based on their perception of the products'' ability to answer a clinical question.
• EBM tools'' evidence summaries are not updated as often as products claim.
• Although many EBM tools claim to be evidence based, only 74% of the 70 evaluated treatment summaries included graded evidence.

Implications

• To offer the best tools for users, medical libraries should evaluate EBM resources regularly, including the quality of the evidence provided.
• Medical librarians have a role to play in evaluating the quality of EBM products and can develop assessment tools to aid in this evaluation.