Focused Library Instruction for Occupational Therapy, Physical Therapy, and Respiratory Care Students and Faculty: Library Instruction in Allied Health

Gaspard, Christine; Prentice, Katherine A.

doi:10.1080/02763869.2014.925713

Cited by 4 publications

(3 citation statements)

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“…It stands to reason that in early EBP skill development, the methods of supporting social negotiation and collaboration must come from the instructional design rather than the content of the topic. Methods currently identified in the literature employed in entry‐level physiotherapy education in EBP to promote social negotiation and collaborative decision making (Hitch & Nicola‐Richmond, ) include group assignments (Gaspard & Prentice, ) and journal clubs, often strengthened by the invitation of students from other disciplines or practicing clinicians (Bozzolan et al, ). When PBL was used as the approach to EBP instruction in this study, the feedback from students highlighted the collaborative nature of the teaching environment, the inquiry and the assessment processes.…”

Section: Discussionmentioning

confidence: 99%

“…In a recent systematic review to promote relevant and authentic learning in EBP (Hitch & Nicola-Richmond, 2017), the range of strategies identified in entry-level physiotherapy education did not explicitly use PBL. Teaching and learning strategies cited included poster presentations by students, simulated research projects (Gaspard & Prentice, 2014), and the application of pre-appraised evidence to practice (Bozzolan et al, 2014). Assignments embedded in or utilizing case studies were also used (Reicherter & Waller, 2014), and this form of learning was noted to make students aware of the type and quality (or lack thereof) of evidence available when working with a real life situation (Burger & Louw, 2014).…”

Section: Introductionmentioning

confidence: 99%

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“The more you did, the more it made sense”: Problem‐based learning to improve early evidence‐based practice in an undergraduate physiotherapy professional programme

Lennon

Phelan

Wallace

et al. 2019

Physiotherapy Res Intl

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Background and Purpose Evidence‐based practice (EBP), which integrates clinical reasoning skills, research evidence, and patient preference, has become standard in curricula for health care professional programs. Students however perceive EBP as difficult and often irrelevant to clinical practice. Methods A problem‐based learning (PBL) approach is trialled in an early stage module where EBP knowledge and skills are stated learning outcomes. Prior to this, the content‐based approach to EBP teaching and learning received negative student feedback. The impact of delivering EBP through PBL is evaluated by comparing 5 standard Likert feedback scales and open‐ended question responses relating to the EBP instruction in the module before and after a PBL approach was implemented. The impact of a PBL approach on EBP profiles is further examined under domains (relevance, sympathy, terminology, practice, and confidence) of the validated Evidence‐based Practice Profile Questionnaire. Results All mean Likert scores relating to subject understanding, relevance of assessments, achievement of learning outcomes, teaching, and overall module satisfaction improved when the PBL approach was compared with the lecture‐based format (p < 0.05). Student comment post‐PBL continued to identify EBP as a difficult concept, but now comments on the teaching and assessment approach were mainly positive, addressing the collaborative nature of PBL, identifying EBP, communication and team‐working skills acquired, praising the real life, practical application of EBP taken, and commenting on improvement in EBP self‐efficacy. Within group change in the Evidence‐based Practice Profile Questionnaire following a PBL approach identified significant improvement in EBP domains of terminology (mean change 3.38; p < 0.001); practice (mean change 16.5; p < 0.001), and confidence (mean change 10.1; p = 0.008). Conceptual links, based on constructivist underpinnings of PBL and EBP, are developed in the paper. Conclusions Using mixed methods evaluation, PBL is effective at promoting early EBP. Students identified with the interactive, collaborative, and experiential nature of PBL to EBP instruction.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“The more you did, the more it made sense”: Problem‐based learning to improve early evidence‐based practice in an undergraduate physiotherapy professional programme

Lennon

Phelan

Wallace

et al. 2019

Physiotherapy Res Intl

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“…Many faculty members are now integrating library instruction within their courses. Collaboration with faculty can increase the library's exposure while helping faculty increase awareness of what librarians can truly offer (Gaspard & Prentice, 2014). Kayango and Helm (2010) concurred that teaching faculty are essential in their guidance of graduate students' use and non-use of the library, especially at the beginning of their academic careers.…”

Section: Interventions For Library Anxietymentioning

confidence: 99%

Assessing Information Literacy Skills and Library Anxiety of First-Year Occupational Therapy Graduate Students

Moghimi¹,

Rickelman²

2021

JOTE

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In today's academic environment, students equipped with self-regulated learning and information literacy (IL) skills have an excellent opportunity for professional success given the current information-based practices in health care. Purposefully providing IL instruction to students early in their coursework will help them develop competent research skills applicable to their remaining studies and scholarly projects. Along with IL challenges, students can experience "library anxiety," which the literature identifies as a contributing factor to poor academic performance. This study explored components of library anxiety in Master of Occupational Therapy (MOT) students and identified opportunities for IL training that could help students become more confident and proficient in analyzing research publications. The study was embedded in a class assignment, that had the students, in small groups, connect with a university librarian for a one-hour research consultation and review of library resources. Participants in the study completed a pre-and post-survey of 17 questions utilizing a 4-point Likert scale. The results indicated that the students experienced significant positive change in their confidence level with utilization of research tools. Results also showed that students had increased comfort in seeking help while using the university library. The study suggests that the students' ability to find and assess quality research material will only improve with practice. Despite the availability of new technology that does not necessitate human contact to facilitate research, face-to-face interactions are the most effective mode of communication for questions that are involved and complex, such as graduate students' scholarly projects.

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Instructional practices for evidence-based practice with pre-registration allied health students: a review of recent research and developments

Hitch

Nicola‐Richmond

2016

Adv in Health Sci Educ

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The aim of this study is to update a previous review published in this journal on the effectiveness of teaching and assessment interventions for evidence based practice in health professions, and to determine the extent to which the five recommendations made from that review have been implemented. The Integrating Theory, Evidence and Action method was used to synthesise all published evidence from 2011 to 2015, which addressed instructional practices used for evidence based practice with pre-registration allied health students. Seventeen articles were found to meet the inclusion criteria, and were analysed for both their individual rigour and relationship to the five recommendations. The evidence reviewed in this study was diverse in both its geographical setting and the allied health disciplines represented. Most of the evidence used less rigorous methods, and the evidence base is generally exploratory in nature. To date, the five recommendations regarding instructional practices in this area have been implemented to varying degrees. Many current practices promote social negotiation, collaborative decision-making and collaborative learning, so the social constructivist approach is being adopted. However, the prior knowledge of students is not being assessed as a basis for scaffolding, communication of evidence based practice to varying audiences is rarely addressed and the role of clinicians in the learning of evidence based practice knowledge, skills, beliefs and attitudes remains limited.

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Focused Library Instruction for Occupational Therapy, Physical Therapy, and Respiratory Care Students and Faculty: Library Instruction in Allied Health

Cited by 4 publications

References 0 publications

“The more you did, the more it made sense”: Problem‐based learning to improve early evidence‐based practice in an undergraduate physiotherapy professional programme

“The more you did, the more it made sense”: Problem‐based learning to improve early evidence‐based practice in an undergraduate physiotherapy professional programme

Assessing Information Literacy Skills and Library Anxiety of First-Year Occupational Therapy Graduate Students

Instructional practices for evidence-based practice with pre-registration allied health students: a review of recent research and developments

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