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首页> 外文期刊>Evidence Based Library and Information Practice >Medical School Librarians Need More Training to Support their Involvement in Evidence Based Medicine Curricula
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Medical School Librarians Need More Training to Support their Involvement in Evidence Based Medicine Curricula

机译：医学院图书馆员需要更多培训，以支持他们参与循证医学课程

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Objective – To describe the self-perceived role of librarians in developing evidence based medicine (EBM) curricula and identify their current and desired level of training to support these activities. Design – Multi-institutional qualitative study. Setting – Nine medical schools in Canada and the United States of America. Subjects – Nine librarians identified by medical school faculty as central to the provision of EBM training for medical students at their institution. Methods – The researchers designed a semi-structured interview schedule based on a review of the literature and their own experiences as librarians teaching EBM. The topics covered were; librarians’ perceptions of their roles in relation to the curriculum, the training required to enable them to undertake these roles, and their professional development needs. The interviews were conducted by telephone and then audio-recorded and transcribed verbatim. The authors present five main themes; curricular design, curricular deployment, curricular assessment, educational training, and professional development. Profiles were developed for each participant based on the latter two themes and from this information common characteristics were identified. Main Results – The participants described the importance of collaboration with faculty and student bodies when designing a curriculum. Information literacy instruction and specifically literature searching and forming a research question were taught by all of the participants to facilitate curricular deployment. Some of the librarians were involved or partly involved in curricular assessment activities such as formulating exam questions or providing feedback on assignments. Educational training of participants varied from informal observation to formal workshops offered by higher education institutions. All librarians indicated a willingness to partake in professional development focused on teaching and EBM. The subjects’ perceptions of their roles are supported by Dorsch and Perry’s themes of the librarian’s role in curricular design, deployment, and assessment. The educational training received by participants included formal training and experiential and self-directed learning activities. Finally, the librarians identified their professional development needs going forward. The majority of participants indicated that they would like to attend workshops run by universities or the Medical Library Association. Others wanted to invite and host guest speakers at their own institutions. Librarians identified financial restraints and geographic location as barriers to attending professional development events. Conclusion – Librarians can be actively involved in the delivery of EBM instruction in medical schools. However, they require additional educational opportunities to enable them to develop in this role. Online training could be a viable option for self-directed learning to overcome financial and geographic constraints.
机译：目的–描述图书馆员在制定循证医学（EBM）课程中的自我感觉，并确定他们当前和期望的培训水平以支持这些活动。设计–多机构定性研究。地点–加拿大和美利坚合众国的9所医学院。主题–九名图书馆员被医学院的教学人员确定为在其机构为医学生提供EBM培训的中心。方法–研究人员根据对文献的回顾以及他们作为图书馆员从事循证医学教学的经验，设计了半结构化的访谈时间表。涵盖的主题是;图书馆员对自己与课程的角色的理解，使他们能够承担这些角色所需的培训以及他们的专业发展需求。采访是通过电话进行的，然后进行录音和逐字记录。作者介绍了五个主要主题。课程设计，课程部署，课程评估，教育培训和专业发展。根据后两个主题为每个参与者制定了个人资料，并从该信息中确定了共同特征。主要结果–参与者描述了在设计课程时与教师和学生团体合作的重要性。所有参与者都教授了信息素养指导，特别是文献搜索和形成研究问题，以促进课程部署。一些图书馆员参与或部分参与了课程评估活动，例如制定考试题或提供关于作业的反馈。参加者的教育培训从非正式的观察到高等教育机构提供的正式讲习班不等。所有图书馆员都表示愿意参加以教学和循证医学为重点的专业发展。受试者对自己角色的看法得到了Dorsch和Perry关于图书馆员在课程设计，部署和评估中的角色的主题的支持。参加者接受的教育培训包括正式培训以及体验式和自主学习活动。最后，图书馆员确定了他们未来的专业发展需求。大多数与会者表示，他们想参加由大学或医学图书馆协会举办的研讨会。其他人则想邀请和邀请自己机构的演讲嘉宾。图书馆员认为财务限制和地理位置是参加专业发展活动的障碍。结论–图书馆员可以积极参与医学院校的循证医学教学。但是，他们需要更多的教育机会，以使其能够在这一角色中发展。在线培训可能是自我学习克服财务和地理限制的可行选择。

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