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Integrating Informatics Competencies into the Curriculum at TCOM
Daniel E. Burgard, MSLIS, AHIP
Catherine Rhodes, MLIS
June 2005
Informatics in the Curriculum
•Orientation
•Year 1
•Year 2
•Years 3 & 4
•Residencies
Clinical Skills Clerkship
•2 weeks
•MS III
•Problem-based scenario
•Pre- and post-test
•Competencies
Objectives
• Improve students’ search skills
• Improve librarians’ teaching
•Assess PBL as learning model
Competencies
•Ability to . . .• recognize info need• construct an effective search query• select appropriate database• use search interface effectively• manipulate and retrieve search results
Measures
•Set combination
•Explode vs focus
•Limiting results
•MeSH specificity
•Using MeSH
Measures
•Searching with MeSH vs. keyword
•MeSH as main point
•Emailing results
•Search history with results
•Saving search for later
Problem-based Learning
•Problems arising from typical situation
•No up-front instruction
•Scenario creates a learning situation
•Build knowledge from problem solving
Learning Activities
•Search scenario• 3 sequential segments
•MEDLINE review
•Pre- and post-test
Search scenario
•Three part, timed release
•MEDLINE searching (Ovid)
•Patient ed searching
•Email results to librarian• Include search history
Scenario Excerpt
Scenario Excerpt
Review Session
• Instruction after scenario searching
•Proper methods of searching MEDLINE and locating reliable patient education information
• Common searching mistakes • Demonstration of correct techniques
Terminology Problems
No Explode - 7
Explode - 52
Big difference in retrieval for emotions.
Not Exploding = Missed Articles
Combination Problems
Psa and Mass Screening = 103
Combination Problems
Ovid MEDLINE requires boolean operators
Combination Problems
Talking nice to Ovid MEDLINE doesn’t help.
The Single Best Starting Point for Patient Education Info
MedlinePlusmedlineplus.gov
“Healthy” Web Sites: Evaluation
•Criteria:• Currency• Credentials• Content• Disclosure• Privacy/security
•Accreditation/Seal of Approval
Awards
Holding it Together in the Face of Adversity Award
Pre- and Post-Test
•Self-reported search knowledge survey
•Anonymous numbers
•Linked to actual search performance
•Camtasia
Camtasia
•Records screen activity
•User initiated
•Opt out
•Librarian review
•Counterpoint to self-reported skill
Camtasia Sample
Observed performance
MEDLINE Test SearchWhat is the evidence for preferring watchful waiting over the use of antibiotics for treating otitis media in pediatric populations?
-- search for articles where “antibiotics” is a main focus
-- articles must be in English
-- save your search temporarily on
Ovid to re-run later
Pre-Test
Post-Test
Areas of improvementhow to include search history in email
1.46 2.96 1.5
importance of MESH headings 1.66 2.91 1.25
how to find patient ed materials 1.70 2.93 1.23
how to add comments to email 1.45 2.66 1.21
use MESH headings 1.75 2.90 1.15
how to email results 1.83 2.96 1.13
difference between and/or 1.82 2.86 1.04
Pre Post Diff
Results
•Perceived competence higher than demonstrated competence
• Initial perception of the level of their searching skills was greater than performance of those skills for the sample search.
• The pre-survey perceptions = post-intervention observed performance
•PBL is effective• The intervention was effective in raising:
• self-reported knowledge • demonstrated skills
•Students and librarians like PBL
However . . .
After the intervention . . .
Students believed that their searching skills had improved to a far greater extent than what was actually demonstrated in the second search attempt post-intervention.
Student Feedback
• Most useful: • Searching on own with
final review session• Real-life scenario• Repetition of skills
required by time-released case
• Least useful:• Lack of initial
instruction• Busywork• Nothing—all was
useful
Conclusions
•Students have limited ability to judge their own MEDLINE skills
•Problem-based learning raises both perceived and actual searching skill levels.
Conclusions
•Librarians should continue to instruct students in MEDLINE and to refine their teaching to help close the gap between perceived and actual skills.
References
• Problem-based learning• Eshach H. et al. From case-based reasoning to problem-based learning. Academic Medicine. 78(5):491-6, 2003 May.
• Wood DF. Problem based learning. [Review] BMJ. 326(7384):328-30, 2003 Feb 8
• Camtasia: http://www.techsmith.com/
Contact
• Dan Burgard – [email protected]
• Cathy Rhodes – [email protected]
• 817-735-2070
• Gibson D. Lewis Health Science Library
• 3500 Camp Bowie Boulevard
• Ft. Worth, TX 76107