evaluation of designing information literacy for heath professionals in the university of oslo...
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Evaluation of designing information literacy for health professionals in the University of Oslo medical library:
User's Perceptions
Muharrem [email protected]
ECIL 2015 - Tallinn
Medical Library
Content
Information Literacy and Evidence Based Practice Instructional Services at UO Medical Library Objectives - Methodology Results - Discussion References Questions
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Information Literacy & Evidence Based Practice
IL concept is widely recognized as it forms a major component of Evidence Based Practice (CILIP)
Health professionals go through medical literature to find best evidence in the literature to accomplish the steps of the EBP
Figure: http://elibrarygroups.health.nt.gov.au ECIL 2015 - Tallinn
EBP Steps
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professionalexpertise
best researchevidence
client values
EBP
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Instructional Services at UO Medical Library
Figure: http://hsl.mcmaster.libguides.com/ebm
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Instructional Services at UO Medical Library
PubMed (Medline) - Ovid (Medline)
Literature Search for Clinical Practice
Critical Evaluation of Articles
EndNote
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Objectives
To plan effective information literacy programmes to health professionals
by investigating the users’ needs, preferences, and expectations from information literacy training programmes and users’ aspects on current courses.
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Methodology
Qualitative & Quantitative Data Collection:
questionnaire feedback forms
Coding techniques Descriptive narrative methods
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Methodology - Population
Questionnaire Feedback forms
Physicians (21%) Physicians (41%)
Nurses (28.4%) Nurses (28%)
1. Nurses (27.7%)2. Chief Physicians (12.4%)3. Physicians (8.6%)4. Office employees (4.3%)5. Physiotherapists (4.1%)6. Bioengineers (4%)7. Psychologists (3.6%)8. Radiographs (2.3%)9. Midwives(1.8%)10. Occupational Therapist (1.4%)11. Sociologists (1.1%)12. Auxiliary Nurses (0.7%)13. Medical Students (0.5%)14. Other (27.5%)
1. Physicians (41%)2. Nurses (28%)3. Student (14%)4. Bioengineers (9%)5. Occupational Therapist (5%)6. Other (13%)
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Results
Current Courses %
PubMed Course 77.5 %
Literature Search Course 59.1%
Ovid Medline Course 57.2%
Critical Appraisal Course 53.9%
EndNote Course 50.5 %
Converting to EndNote 27.2 %
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Results
Requested Databases for Instruction %Cochrane Database of Systematic Reviews (CDSR) Library catalogue (Primo-Oria) UpToDate Web of Science CINAHLSVEMED+ (The Scandinavian Medical Database) BMJ Best Practice Knowledge centre rapport (National) NICE Guidance McMaster PLUS Guidelines International Network (G-I-N) Health Technology Assessment Database (HTA) PEDro (The Physiotherapy Evidence Database) Scopus DARE (Database of Abstracts of Reviews of Effects) CENTRAL (Cochrane Central Register of Controlled Trials)
(19.3%)(16.8%)(7.7%)(7.7%)(6.6%)(6.3%)(5.4%)(4.7%)(4.3%)(3.8%)(3.4%)(2.1%)(1.8%) (1.3%)(0.9%)(0.4%)
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feedback form
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My expectations were met
Course length was appropriate
The course was relevant for me
Support sheets were useful
The course was conducted in a good way
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9
4%
4%
2%
5%
4%
30%
27%
18%
28%
32%
66%
69%
80%
67%
64%
St. agreeAgreeNeutralDisagreeSt. disagree
User’s opinions on the statements on the feedback form
Results - User’s opinions on the statements on the feedback form
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What did you like best about the course? Theory and Presentation Practice, Tasks and Exercises Instructor / Librarian
What could have been improved for the course? Theory and Presentation Practice, Tasks and Exercises Instructor / Librarian
Results - Comments via Open Ended Questions
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What did you like best about the course?
Theory and Presentation- the level, relevance and comprehensibility of the course - ingredients of the presentation
Practice, Tasks and Exercises- balance between theory and exercises- step by step and implementing the tasks simultaneously - self-searching / self-using
Instructor / Librarian - proficiency, motivations and pedagogical skills of librarians - qualified and professional assist- flexibility and willingness
Results - Comments via Open Ended Questions
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What could have been improved for the course?
Theory and Presentation- more informing introduction on the course - examining participants’ prior knowledge before the course- content of the courses are quite extensive and includes in many facts- more focused and tailored content - speed of demonstration
Practice, Tasks and Exercises- more interactive sessions, active participation- smaller groups for exercises- more time for practical part - self-searching / self-using
Results - Comments via Open Ended Questions
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What could have been improved for the course?
Instructor / Librarian - hard to follow ‘clicking’ by instructor while demonstrations- more clear and loud voice from instructor- following up each participant during the course
Results - Comments via Open Ended Questions
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Discussion
characteristic of user groups, technical background, participants’ prior knowledge and experiences
experience of learning by doing individually, balancing theoretical and practical
pedagogical skills and presentation skills of instructor
well structured yet flexible courses
stronger communication and collaboration for embedding librarians into research
introducing the library’s digital presence / technological tools
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Information literacy have a direct and extensive role in the health sector
invaluable resource for health professionals seeking to develop evidence-based research
training users in the use of biomedical databases via several courses in order to develop basic skills for searching, retrieving, evaluating, and effectively using information, thereby contributing to informed decision-making in clinical practice
assessing the performance of courses via user studies for planning effective information literacy programmes to health professionals
Conclusion
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Each professional groups separately
Introducing online information literacy training programs
Nationwide information literacy for health professionals
Further studies
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Clark, M., Breton, A.: Library Instruction for Medical Students: Teaching Critical Thinking Along With Medline Search Skills. In: 8th International Medical Librarianship Congress. London. (2000)
CILIP Information Literacy Group, http://www.informationliteracy.org.uk/information-literacy/il-health-libraries/
Cullen, R., Clarkt, M., Esson, R.: The Evidence Based Information-Seeking Skills of Junior Doctors Entering The Workforce: An Evaluation of the Impact of Information Literacy Training During Pre-Clinical Years. Health Information and Libraries Journal 28, 119-129 (2011)
Garg, A., Turtlet, K.M.: Effectiveness of Training Health Professionals in Literature Search Skills Using Electronic Health Databases-A Critical Appraisal. Health Information & Libraries Journal 20, 33-41 (2003)
Vassilakaki, E., Moniarou-Papaconstantinou, V.: A Systematic Literature Review Informing Library and Information Professionals’ Emerging Roles. New Library World 116, 37-66 (2015)
References
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Questions?&
Thank you!
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Evaluation of designing information literacy for health professionals in the University of Oslo medical library:
User's Perceptions
Muharrem [email protected]
ECIL 2015 - Tallinn
Medical Library