New roles for Australian clinical librarians in developing and delivering an Evidence-Based Practice (EBP) program for undergraduate clinical science students

Research output: Contribution to conferenceAbstractResearchpeer-review

Abstract

Objectives: To develop, implement and evaluate the first stage of a spiral evidence-based practice (EBP) curriculum that is embedded into an undergraduate clinical science program. Librarian-created online modules including a virtual game were piloted to evaluate their role in delivering innovative, blended learning activities. The role of a Library-Faculty collaboration in developing an EBP curriculum for undergraduate students was also assessed.

Methods: Non-academic clinical librarians were appointed as Faculty tutors and conveners to work with clinicians in developing, delivering and assessing an EBP curriculum for undergraduate students. Steps of the evidence cycle (ask, acquire, appraise) became modules of a spiral curriculum where learning was successively reinforced and extended during the two-year program. Clinical librarians took active roles in planning, tutoring and assessing student learning. Blended learning activities, linked to programmatic learning outcomes, underpinned the curriculum. Librarians developed ClinWise, an interactive, modular program to facilitate information literacy (IL) skills acquisition within a clinical context. An online game, Mission to Mars, was created to reinforce EBP understanding using a fictional clinical scenario and an evidence pyramid. The purpose of these self-paced learning activities was to stimulate and evaluate students’ curiosity and engagement with the principles and applications of EBP within an embedded curriculum.

Results: Evaluation of learning took place through student self-assessment, forum postings and tutorial feedback. An assessment task required the preparation of an annotated bibliography to assess knowledge of study design, synthesis of evidence and academic writing skills. Students also completed EBP quizzes, searches, and online learning activities. Reflective forum postings on their experience of the Mars game and ClinWise modules indicated an awareness of the importance of EBP knowledge in increasing research skills within clinical and scientific disciplines. Librarian and Faculty evaluation reinforced the librarians’ role in creating meaningful learning experiences that increase students’ understanding of basic EBP concepts.

Conclusion: The utilization of current learning theory and innovative approaches to EBP curriculum development by a Librarian-clinician team promotes engagement and learning among this student cohort. Blended, self-paced learning activities within a spiral curriculum provided most students with challenging and enjoyable experiences. The Library-Faculty collaboration underpinning this program not only promotes student learning of IL and EBP, but demonstrates the vital role for librarians in contributing to Faculty curriculum development, delivery and evaluation.

Conference

ConferenceMLA 2017; Dream, Dare, Do.
CountryUnited States
CitySeattle
Period26/05/1731/05/17
Internet address

Fingerprint

librarian
science
evidence
student
learning
curriculum
Blended Learning
curriculum development
literacy
evaluation
experience
scientific discipline
quiz
learning theory
self-assessment
tutor
bibliography
utilization
scenario
planning

Keywords

  • evidence-based practice
  • undergraduate education
  • curriculum development
  • blended learning
  • clinical librarian

Cite this

@conference{15ac1f3ff06b473d8d350c25363c7407,
title = "New roles for Australian clinical librarians in developing and delivering an Evidence-Based Practice (EBP) program for undergraduate clinical science students",
abstract = "Objectives: To develop, implement and evaluate the first stage of a spiral evidence-based practice (EBP) curriculum that is embedded into an undergraduate clinical science program. Librarian-created online modules including a virtual game were piloted to evaluate their role in delivering innovative, blended learning activities. The role of a Library-Faculty collaboration in developing an EBP curriculum for undergraduate students was also assessed.Methods: Non-academic clinical librarians were appointed as Faculty tutors and conveners to work with clinicians in developing, delivering and assessing an EBP curriculum for undergraduate students. Steps of the evidence cycle (ask, acquire, appraise) became modules of a spiral curriculum where learning was successively reinforced and extended during the two-year program. Clinical librarians took active roles in planning, tutoring and assessing student learning. Blended learning activities, linked to programmatic learning outcomes, underpinned the curriculum. Librarians developed ClinWise, an interactive, modular program to facilitate information literacy (IL) skills acquisition within a clinical context. An online game, Mission to Mars, was created to reinforce EBP understanding using a fictional clinical scenario and an evidence pyramid. The purpose of these self-paced learning activities was to stimulate and evaluate students’ curiosity and engagement with the principles and applications of EBP within an embedded curriculum. Results: Evaluation of learning took place through student self-assessment, forum postings and tutorial feedback. An assessment task required the preparation of an annotated bibliography to assess knowledge of study design, synthesis of evidence and academic writing skills. Students also completed EBP quizzes, searches, and online learning activities. Reflective forum postings on their experience of the Mars game and ClinWise modules indicated an awareness of the importance of EBP knowledge in increasing research skills within clinical and scientific disciplines. Librarian and Faculty evaluation reinforced the librarians’ role in creating meaningful learning experiences that increase students’ understanding of basic EBP concepts. Conclusion: The utilization of current learning theory and innovative approaches to EBP curriculum development by a Librarian-clinician team promotes engagement and learning among this student cohort. Blended, self-paced learning activities within a spiral curriculum provided most students with challenging and enjoyable experiences. The Library-Faculty collaboration underpinning this program not only promotes student learning of IL and EBP, but demonstrates the vital role for librarians in contributing to Faculty curriculum development, delivery and evaluation.",
keywords = "evidence-based practice, undergraduate education, curriculum development, blended learning, clinical librarian",
author = "Mary Simons and Andrew Davidson",
year = "2017",
month = "5",
day = "29",
language = "English",
note = "MLA 2017; Dream, Dare, Do. : Medical Library Association 117th Annual Meeting and Exhibition; ; Conference date: 26-05-2017 Through 31-05-2017",
url = "http://www.mlanet.org/p/cm/ld/fid=996",

}

New roles for Australian clinical librarians in developing and delivering an Evidence-Based Practice (EBP) program for undergraduate clinical science students. / Simons, Mary; Davidson, Andrew.

2017. Abstract from MLA 2017; Dream, Dare, Do. , Seattle, United States.

Research output: Contribution to conferenceAbstractResearchpeer-review

TY - CONF

T1 - New roles for Australian clinical librarians in developing and delivering an Evidence-Based Practice (EBP) program for undergraduate clinical science students

AU - Simons, Mary

AU - Davidson, Andrew

PY - 2017/5/29

Y1 - 2017/5/29

N2 - Objectives: To develop, implement and evaluate the first stage of a spiral evidence-based practice (EBP) curriculum that is embedded into an undergraduate clinical science program. Librarian-created online modules including a virtual game were piloted to evaluate their role in delivering innovative, blended learning activities. The role of a Library-Faculty collaboration in developing an EBP curriculum for undergraduate students was also assessed.Methods: Non-academic clinical librarians were appointed as Faculty tutors and conveners to work with clinicians in developing, delivering and assessing an EBP curriculum for undergraduate students. Steps of the evidence cycle (ask, acquire, appraise) became modules of a spiral curriculum where learning was successively reinforced and extended during the two-year program. Clinical librarians took active roles in planning, tutoring and assessing student learning. Blended learning activities, linked to programmatic learning outcomes, underpinned the curriculum. Librarians developed ClinWise, an interactive, modular program to facilitate information literacy (IL) skills acquisition within a clinical context. An online game, Mission to Mars, was created to reinforce EBP understanding using a fictional clinical scenario and an evidence pyramid. The purpose of these self-paced learning activities was to stimulate and evaluate students’ curiosity and engagement with the principles and applications of EBP within an embedded curriculum. Results: Evaluation of learning took place through student self-assessment, forum postings and tutorial feedback. An assessment task required the preparation of an annotated bibliography to assess knowledge of study design, synthesis of evidence and academic writing skills. Students also completed EBP quizzes, searches, and online learning activities. Reflective forum postings on their experience of the Mars game and ClinWise modules indicated an awareness of the importance of EBP knowledge in increasing research skills within clinical and scientific disciplines. Librarian and Faculty evaluation reinforced the librarians’ role in creating meaningful learning experiences that increase students’ understanding of basic EBP concepts. Conclusion: The utilization of current learning theory and innovative approaches to EBP curriculum development by a Librarian-clinician team promotes engagement and learning among this student cohort. Blended, self-paced learning activities within a spiral curriculum provided most students with challenging and enjoyable experiences. The Library-Faculty collaboration underpinning this program not only promotes student learning of IL and EBP, but demonstrates the vital role for librarians in contributing to Faculty curriculum development, delivery and evaluation.

AB - Objectives: To develop, implement and evaluate the first stage of a spiral evidence-based practice (EBP) curriculum that is embedded into an undergraduate clinical science program. Librarian-created online modules including a virtual game were piloted to evaluate their role in delivering innovative, blended learning activities. The role of a Library-Faculty collaboration in developing an EBP curriculum for undergraduate students was also assessed.Methods: Non-academic clinical librarians were appointed as Faculty tutors and conveners to work with clinicians in developing, delivering and assessing an EBP curriculum for undergraduate students. Steps of the evidence cycle (ask, acquire, appraise) became modules of a spiral curriculum where learning was successively reinforced and extended during the two-year program. Clinical librarians took active roles in planning, tutoring and assessing student learning. Blended learning activities, linked to programmatic learning outcomes, underpinned the curriculum. Librarians developed ClinWise, an interactive, modular program to facilitate information literacy (IL) skills acquisition within a clinical context. An online game, Mission to Mars, was created to reinforce EBP understanding using a fictional clinical scenario and an evidence pyramid. The purpose of these self-paced learning activities was to stimulate and evaluate students’ curiosity and engagement with the principles and applications of EBP within an embedded curriculum. Results: Evaluation of learning took place through student self-assessment, forum postings and tutorial feedback. An assessment task required the preparation of an annotated bibliography to assess knowledge of study design, synthesis of evidence and academic writing skills. Students also completed EBP quizzes, searches, and online learning activities. Reflective forum postings on their experience of the Mars game and ClinWise modules indicated an awareness of the importance of EBP knowledge in increasing research skills within clinical and scientific disciplines. Librarian and Faculty evaluation reinforced the librarians’ role in creating meaningful learning experiences that increase students’ understanding of basic EBP concepts. Conclusion: The utilization of current learning theory and innovative approaches to EBP curriculum development by a Librarian-clinician team promotes engagement and learning among this student cohort. Blended, self-paced learning activities within a spiral curriculum provided most students with challenging and enjoyable experiences. The Library-Faculty collaboration underpinning this program not only promotes student learning of IL and EBP, but demonstrates the vital role for librarians in contributing to Faculty curriculum development, delivery and evaluation.

KW - evidence-based practice

KW - undergraduate education

KW - curriculum development

KW - blended learning

KW - clinical librarian

UR - https://www.eventscribe.com/2017/MLA/

UR - https://www.eventscribe.com/2017/MLA/agenda.asp?h=Full%20Schedule&BCFO=P|CE|G|CM|IM|IS|K|KO|M|OF|SB|SC|SE|SI|SS|TS|XX|XS

M3 - Abstract

ER -