Time to rethink the role of the library in educating doctors: Driving information literacy in the clinical environment

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Question: Can information literacy (IL) be embedded into the curriculum and clinical environment to facilitate patient care and lifelong learning? Setting: The Australian School of Advanced Medicine (ASAM) provides competence-based programs incorporating patient-centred care and lifelong learning. ASAM librarians use outcomes-based educational theory to embed and assess IL into ASAM's educational and clinical environments. Methods: A competence-based IL program was developed where learning outcomes were linked to current patients and assessed with checklists. Weekly case presentations included clinicians' literature search strategies, results, and conclusions. Librarians provided support to clinicians' literature searches and assessed their presentations using a checklist. Main Results: Outcome data showed clinicians' searching skills improved over time; however, advanced MEDLINE searching remained challenging for some. Recommendations are provided. Conclusion: IL learning that takes place in context using measurable outcomes is more meaningful, is enduring, and likely contributes to patient care. Competence-based assessment drives learning in this environment.

LanguageEnglish
Pages291-296
Number of pages6
JournalJournal of the Medical Library Association
Volume100
Issue number4
DOIs
Publication statusPublished - Oct 2012

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Information Literacy
Libraries
literacy
Learning
Mental Competency
Librarians
lifelong learning
patient care
librarian
Checklist
medicine
learning
Patient Care
educational theory
Medicine
Patient-Centered Care
school
MEDLINE
Curriculum
curriculum

Cite this

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title = "Time to rethink the role of the library in educating doctors: Driving information literacy in the clinical environment",
abstract = "Question: Can information literacy (IL) be embedded into the curriculum and clinical environment to facilitate patient care and lifelong learning? Setting: The Australian School of Advanced Medicine (ASAM) provides competence-based programs incorporating patient-centred care and lifelong learning. ASAM librarians use outcomes-based educational theory to embed and assess IL into ASAM's educational and clinical environments. Methods: A competence-based IL program was developed where learning outcomes were linked to current patients and assessed with checklists. Weekly case presentations included clinicians' literature search strategies, results, and conclusions. Librarians provided support to clinicians' literature searches and assessed their presentations using a checklist. Main Results: Outcome data showed clinicians' searching skills improved over time; however, advanced MEDLINE searching remained challenging for some. Recommendations are provided. Conclusion: IL learning that takes place in context using measurable outcomes is more meaningful, is enduring, and likely contributes to patient care. Competence-based assessment drives learning in this environment.",
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Time to rethink the role of the library in educating doctors : Driving information literacy in the clinical environment. / Simons, Mary R.; Morgan, Michael Kerin; Davidson, Andrew Stewart.

In: Journal of the Medical Library Association, Vol. 100, No. 4, 10.2012, p. 291-296.

Research output: Contribution to journalArticleResearchpeer-review

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