How are medical students trained to locate biomedical information to practice evidence-based medicine? a review of the 2007–2012 literature

Objectives:

This study describes how information retrieval skills are taught in evidence-based medicine (EBM) at the undergraduate medical education (UGME) level.

Methods:

The authors systematically searched MEDLINE, Scopus, Educational Resource Information Center, Web of Science, and Evidence-Based Medicine Reviews for English-language articles published between 2007 and 2012 describing information retrieval training to support EBM. Data on learning environment, frequency of training, learner characteristics, resources and information skills taught, teaching modalities, and instructor roles were compiled and analyzed.

Results:

Twelve studies were identified for analysis. Studies were set in the United States (9), Australia (1), the Czech Republic (1), and Iran (1). Most trainings (7) featured multiple sessions with trainings offered to preclinical students (5) and clinical students (6). A single study described a longitudinal training experience. A variety of information resources were introduced, including PubMed, DynaMed, UpToDate, and AccessMedicine. The majority of the interventions (10) were classified as interactive teaching sessions in classroom settings. Librarians played major and collaborative roles with physicians in teaching and designing training. Unfortunately, few studies provided details of information skills activities or evaluations, making them difficult to evaluate and replicate.

Conclusions:

This study reviewed the literature and characterized how EBM search skills are taught in UGME. Details are provided on learning environment, frequency of training, level of learners, resources and skills trained, and instructor roles.

Implications:

The results suggest a number of steps that librarians can take to improve information skills training including using a longitudinal approach, integrating consumer health resources, and developing robust assessments.     

ALL Kids Can Be Readers: The Marriage of Reading First and Inclusive Education

As schools attempt to address the needs of an ever more diverse student population, many have turned to intensive interventions to improve reading performance. Reading First grants from the United States Department of Education encouraged schools to implement evidence-based instructional practices in elementary schools. However, for many schools, implementation of Reading First and other intensive data-driven reading initiatives has not included students considered to have significant disabilities or has led to increased pull-out or separate remediation services. We consider how Reading First efforts can be integrated into a rich, inclusive education program for all students, including those considered to have the most significant disabilities. We discuss how schools can creatively utilize staff and scheduling to maximize push-in support and encourage interdisciplinary and data-driven problem solving to provide meaningful guidance for reading instruction for the benefit of all students.     

Exploring the Influences of a Partner-Based Teacher Credential Program on Candidates’ Performance Outcomes

The study compared candidates in a 4-year undergraduate program for secondary mathematics and science teaching, based on the UTeach model, with candidates in a 1-year postbaccalaureate program at the same institution. Candidates in the undergraduate program participated in a partnership of university mathematics, science, and education departments and intensive field-based experiences in high-needs schools. We conjectured that this approach would better prepare prospective teachers to develop beginning teacher competencies. Analysis of the Performance Assessment for California Teachers Teaching Event identified few differences between candidates in both groups. Surveys revealed significant differences between candidates’ perceptions of their preparation for teaching. These findings suggest that different program models can offer differential support to prospective teachers but how the program features are enacted influences the impact that these programs have on teacher preparation.     

3. INTERNATIONAL STUDIES

Susan Krieger Hip Capitalism (Beverly Hills, Calif.: Sage Publications, 1979—$15.00/ 7 .95)

Richard P. Adler, ed. All in the Family: A Critical Appraisal (New York: Praeger Publishers (for the coth edition)/Cambria Press, 360 Bryant St., Palo Alto, Calif. 94302 (for paperback orders), 1979—$22.00/6.95)

Lauren R. Sass, ed. Television: The American Medium in Crisis (Facts on File, 119 West 57th St., New York 10019—price not given)

Encyclomedia: 1979 Television Edition (Encyclomedia, 342 Madison Ave. New York, N.Y. 10017—$57.00, paper)     

Finding their way: How public library users wayfind

A multi-method case study research design, guided by Passini's conceptual framework of wayfinding, was employed to investigate library user wayfinding behavior within the entry area of a medium-sized public library facility. The case study research design included document review of the library's wayfinding information system; unobtrusive observation of library user wayfinding behavior; intensive interviews with library users to discuss their views on wayfinding in the library; and an expert review with library staff and a library wayfinding and signage expert to validate research findings. Overall, the study found library users' wayfinding behavior to be generally inconsistent over time, but that there are users who stick to predominant segments (those segments used heavily to connect two particular nodes, or stops). Those segments tend to be the straightest or most direct segments connecting two given nodes. Also, users appear to employ Passini's wayfinding styles more often than his wayfinding strategies, but additional research is needed that delves more deeply into these cognitive processes.     

Literature Searching in Medical Education: Online Tutorial Development from Idea to Creation

The medical education literature is growing, and the result is not only greater knowledge, but an increasing complexity in locating quality evidence-based information. In 2008, eight librarians partnered with the Association of American Medical Colleges to research, conceptualize, and build an online module to develop medical educators’ search skills. Developing an online instructional module is a time-consuming, multi-stage process requiring the expertise of content, technical, and design specialists working in concert. Many lessons were learned, including the power of collaborative tools; the benefits of including specialists, such as graphic designers; the benefit of thoroughly surveying existing resources; and the importance of choosing technology wisely.     

Serial Argumentation Goals and Their Relationships to Perceived Resolvability and Choice of Conflict Tactics

The present study utilized a scale that measured Bevan, Hale, and Williams' (2004) serial argumentation goals and associated these goals with the perceived resolvability of the serial argument and serial argument conflict tactics. College students reporting on current and former dating partnerships completed a written survey containing close-ended items. Six of Bevan et al.'s (2004) ten original goals again emerged from data analyses, and the four remaining goals combined to form a single goal. These seven serial argument goals were related to perceived resolvability and conflict tactics in generally expected ways.     

Curriculum as Experienced by Students: How Teacher Identity Shapes Science Notebook Use

This mixed-methods case study examined the notebook entries of one class of 22 second graders as a way of examining how teacher identity shaped the way students experienced their science curriculum. These notebook entries were created during lessons with three different teachers over the course of one school year, using similar kit-based materials to teach science. The entries were coded for inquiry phase, percent missing or incomplete entries, and driving force (teacher-driven, student-driven, or balanced); chi-squared analyses revealed significant differences among the notebook entries created by the same students during lessons taught by each of the three teachers. Qualitative observations of each teachers' instruction around notebook use supported these quantitative differences, and suggested that the differences in curriculum as experienced by students could be attributed to differences in teacher identity, both who the teacher is and what they do in the classroom. These findings indicate that students' notebooks are useful tools for examining how teachers' identities might shape how elementary students experience science curriculum, and that they can be used to help structure more effective professional development plans for each teacher.     

Training Alone Is Not Enough

Improving healthcare services in the developing world remains a major goal for many organizations and despite enormous training and program investments from international organizations, service improvements have been modest. This study looks at how to improve results by examining the relationship between the conditions in a healthcare providers' work environment and his or her performance. Drawing upon a human performance model that assumes that performance expectations, timely feedback, adequate environment, incentives, and skills and knowledge are required for a worker to perform well, this study explores how these conditions might affect healthcare provider performance in four countries. The study successfully shows that although multiple conditions were deficient or missing in every country, significant association is found between the performance of workers and conditions in the workers environment. Further, when viewed across all countries, non‐monetary incentives is the most powerful “predictor‘ of performance when compared with other factors. Of particular interest to Performance Improvement practitioners, knowledge and skills surfaced as important in only three of eight possible cases (with multiple cases in each country)—the least influential factor overall.