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首页> 外文期刊>Evidence Based Library and Information Practice >Librarian-Led Information Literacy Training Delivered in Small Groups Improved Medical Students’ Confidence in Their Ability to Use Evidence Based Resources Effectively
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Librarian-Led Information Literacy Training Delivered in Small Groups Improved Medical Students’ Confidence in Their Ability to Use Evidence Based Resources Effectively

机译：小组进行图书馆员领导的信息素养培训，提高了医学生对其有效使用循证资源的能力的信心

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A Review of: McClurg, C., Powelson, S., Lang, E., Aghajafari, F., & Edworthy, S. (2015). Evaluating effectiveness of small group information literacy instruction for Undergraduate Medical Education students using a pre- and post-survey study design. Health Information & Libraries Journal. 32(2), 120-130. http://doi.org/10.1111/hir.12098 Objective – To assess the effectiveness of librarian-led small group information literacy sessions, which were integrated into the second year of a three-year undergraduate medical course. Design – A pre- and post-intervention survey questionnaire. Setting – A large university in Canada. Subjects – A cohort of 160 second year undergraduate medical students enrolled in the three-year programme of a large university in Canada. Methods – As part of the redevelopment of the undergraduate three-year medical course, information literacy skills in evidence based medicine were integrated into the seminar and small group teaching programme. Every week for five weeks, 3 librarians each visited 4 small groups of 15 students to deliver a 15-minute session as part of a 2-hour long seminar led by practising physicians. The sessions did not include a formal hands-on component, however, students were encouraged to try out searches on their own devices. Each 15-minute session covered 3 learning objectives, including how to use PubMed clinical queries, how to use MeSH, and how to search for systematic reviews and guidelines. A pre- and post-intervention survey design was used to assess students’ perceptions of the impact of these sessions. The students were asked to complete an online Survey Monkey survey before and after the five week lecture block. The questions covered resource selection, perception of barriers to finding evidence based information, and the students’ confidence in using evidence based resources. The data were analysed descriptively. Main results – The pre-survey achieved a 90% (144/160) response rate while the post-survey achieved a 75% (112/160) response rate. The post-survey indicated an increase in the likelihood that students would use Ovid MEDLINE, carry out a literature search, and consult a librarian, with a decrease in those who would consult a print or online textbook. There was limited change in the students’ confidence that they could find answers quickly, but more of an increase in the proportion of students who were confident they could find systematic reviews and guidelines, and use search limits, PICO, and MeSH. Before the intervention, “knowing where to search,” devising a search strategy, and retrieving too many results were all thought to be obstacles by the students. After the small group training, students considered these issues less of a problem. The post-survey also included an opportunity for the students to comment on their experience with the programme overall. Of the 54 responses received, 34 identified the library component as being the most important thing they had learned in the small group part of the course. Conclusion – The authors conclude that integrating information literacy into the undergraduate curriculum as part of the small group seminar series is effective. They suggest future directions for research, such as a study to assess the impact of the training on specific skills rather than student confidence and evaluations of other teaching methods.
机译：评论：麦库格（McClugg），鲍威尔森（S. Powelson），朗恩（L.E.），阿加嘉法里（Aghajafari）和E.使用调查前和调查后的研究设计评估本科医学教育学生的小组信息素养指导的有效性。健康信息与图书馆杂志。 32（2），120-130。 http://doi.org/10.1111/hir.12098目标–评估由图书馆员主导的小组信息素养课程的有效性，这些课程已纳入三年制本科医学课程的第二年。设计–干预前后的调查问卷。地点-加拿大的一所大型大学。科目–共有160名二年级本科医学生参加了加拿大一所大型大学的三年制课程。方法–作为本科三年制医学课程重建的一部分，循证医学信息素养技能已纳入研讨会和小组教学计划。在为期2小时的由执业医师主持的研讨会中，每周5周，每3周，每个3位馆员会访问15个学生的4个小组，进行15分钟的会议。这些课程不包含正式的动手部分，但是，鼓励学生尝试使用自己的设备进行搜索。每15分钟的课程涵盖3个学习目标，包括如何使用PubMed临床查询，如何使用MeSH以及如何搜索系统的评论和指南。干预前后的调查设计被用来评估学生对这些课程的影响的看法。在五周的讲座之前和之后，要求学生完成在线Survey Monkey调查。问题包括资源选择，对寻找基于证据的信息的障碍的认识以及学生对使用基于证据的资源的信心。对数据进行描述性分析。主要结果–调查前的回应率为90％（144/160），而调查后的回应率为75％（112/160）。事后调查表明，学生使用Ovid MEDLINE，进行文献搜索和咨询图书馆员的可能性有所增加，而咨询印刷版或在线教科书的学生的可能性下降。学生对可以快速找到答案的信心的变化有限，但更多的学生表示可以找到系统的评论和指南，并使用搜索限制，PICO和MeSH的比例有所增加。在进行干预之前，“知道在哪里进行搜索”，设计搜索策略以及检索太多结果都被认为是学生的障碍。经过小组培训后，学生认为这些问题不再是问题。后期调查还为学生提供了一个机会，以评论他们对该课程的整体体验。在收到的54份答复中，有34份将图书馆的组成部分视为他们在课程小组学习中最重要的东西。结论–作者得出的结论是，将信息素养作为小组研讨会系列的一部分，将信息素养纳入本科课程是有效的。他们建议了未来的研究方向，例如评估培训对特定技能的影响的研究，而不是对学生的信心和其他教学方法的评估。

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