Bringing the Scholar Competency to Life: Learning and Assessment

Instructional methods used by health sciences librarians to teach evidence-based practice (EBP): a systematic review

“…Of the twenty-seven studies selected for inclusion, twenty-six were journal articles and one was an academic conference proceeding [14]. Sixteen articles, representing more than half of the publications in this set, were published in library and information science journals: seven in the Journal of the Medical Library Association [15][16][17][18][19][20][21], four in Medical Reference Services Quarterly [22][23][24][25], four in Health Information & Libraries Journal [26][27][28][29], and one in the Journal of the Canadian Health Libraries Association/Journal de l'Association des bibliothèques de la santé du Canada [30]. Ten articles were published in health sciences journals, including two in BMC Medical Education [31,32], three in the Journal of General Internal Medicine [33][34][35], and five in other health sciences journals [36][37][38][39][40].…”

“…The majority of studies were conducted in the United States, although studies from Canada [26,28,30], the United Kingdom [27], and Italy [29] were included.…”

“…Acquiring the best evidence (search strategy development, searching techniques, information sources, study selection, and acquiring of full text) was the most common step included, with all 27 studies addressing this skill during instruction. Asking an answerable question, clinical question development, and/or the PICO question format was second, with 22 of the 27 studies including this skill [15][16][17][18][19][20][22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37]. Twelve studies [17,18,20,22,25,29,31,32,34,36,38,39] addressed critical appraisal of evidence for 1 or more of the following: level of evidence based on hierarchy of evidence; study design; statistics use and reporting; therapy, diagnosis, or other question type-specific indicators such as likelihood ratios, number needed to treat, or absolute risk reductions; or evaluation criteria for qualitative and quantitative study designs, or for websites.…”

Highlighting a valuable dimension in health care librarianship: A systematic review

“…Librarians believe that they can take on such roles as curricular developers, deployers, and assessors in the evidence-based medicine (EBM) curriculum ( 10 ). In addition to teaching EBM, librarians have generally played an effective role in planning curricula ( 11 - 13 ), evaluating the performance of trainees ( 14 - 16 ), and writing journal papers on EBP training experiences ( 15 , 17 , 18 ). Information literacy education courses include information about reading and summarizing scientific papers, searching the web and databases, determining appropriate keywords in the search, writing a lab report supported by the primary literature, and writing annotated bibliographies, which are also provided by librarians ( 19 ).…”

Instructional methods used by health sciences librarians to teach evidence-based practice (EBP): a systematic review

“…Fourteen of the 27 studies were conducted over more than 1 year [17, 18, 20, [28,30]. The remaining 3 studies occurred over several years between 2006 and 2010 [20, 24, 25].…”