Library Tutorials in an Allied Health Evidence-Based Practice Class

Hoberecht, Toni; Randall, Ken; Schweikhard, April

doi:10.1080/02763869.2015.1019765

Cited by 7 publications

(3 citation statements)

References 4 publications

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“…What this synchronisation looks like is unique to each institution. It ranges from having faculty teach critical appraisal and application while librarians focus on information searching and retrieval, to having students work directly with clinicians to answer a clinical question with assistance from librarians (Diaz & Walsh, 2018;Hoberecht, Randall & Schweikhard, 2015;Hopkins et al, 2011;Innes, 2008;Janke et al, 2012;Phillips & Bonsteel, 2010). Beyond instructional approaches that synchronise IL and EBP, there is a general recognition that IL is instrumental in the development of lifelong learners, which echoes one of Mackey and Jacobson's arguments for the reframing of IL as a MLthat the goal of ML is to produce university graduates who are adaptive, lifelong learners.…”

Section: Theme 2: Il and Ebpmentioning

confidence: 99%

Re-visioning library support for undergraduate educational programmes in an academic health sciences library

Smith

2019

JIL

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McMaster University’s Health Sciences Library (HSL) began to transition to a new liaison service model in early 2018. One of its librarians sought to understand how an academic health sciences library can optimise its support for academic undergraduate programmes. This scoping review of the literature was pursued with the aim to submit an informed recommendation to HSL’s new Education and Lifelong Learning team, so the library could shift its approach to information literacy instruction in a manner that would optimise its outcomes for students and improve relationships with faculty staff. The author searched seven databases: Library, Information Science & Technology Abstracts (LISTA), ProQuest ERIC, OVID Embase, EBSCO CINAHL, OVID Medline, Web of Science and PapersFirst. She developed a robust and comprehensive search strategy that used a combination of subject headings and keywords to describe information literacy, metaliteracy, libraries and health sciences education. The author also hand-searched bibliographies of seminal publications to broaden her search for relevant literature. The findings in this review indicate that metaliteracy as a concept has not been intentionally implemented into information literacy training at academic health sciences libraries. The review finds that it is preferable to integrate information literacy skills directly into course or programme curricula and align those skills with the evidence-based practice skills undergraduates are already learning. Further, establishing a programme that builds on these skills gradually throughout the duration of the academic programme, rather than one-shot library instruction, is also preferred. To achieve success, libraries must build strong collaborative relationships with faculty staff. The author provides recommendations for practice that reflect the findings of this review. Other academic health libraries may benefit from this review by taking into consideration its findings and subsequent recommendations.

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Section: Theme 2: Il and Ebpmentioning

confidence: 99%

Re-visioning library support for undergraduate educational programmes in an academic health sciences library

Smith

2019

JIL

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“…Still, many students and clinicians struggle to access and evaluate research in clinical settings (da Silva, Costa, Garcia, & Costa, 2015;Pravikoff, Tanner, & Pierce, 2005;Straub-Morarend et al, 2016). Many librarians have collaborated with health sciences faculty to integrate both EBP and the Standards into their teaching and course content, as both are sets of competencies for finding, evaluating, and using information (Boruff & Thomas, 2011;Hoberecht, Randall, & Schweikhard, 2015). Kaplan and Whelan (2002) sketch out correlations between the Standards, the steps of EBP, and pharmacy competencies.…”

Section: Literature Reviewmentioning

confidence: 99%

Merging Information Literacy and Evidence-Based Practice in an Undergraduate Health Sciences Curriculum Map

Franzen¹,

Bannon²

2016

Comminfolit

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The ACRL's Framework for Information Literacy for Higher Education offers the opportunity to rethink information literacy teaching and curriculum. However, the ACRL's rescinded Information Literacy Competency Standards for Higher Education correlate with the preferred research and decision-making model of the health sciences: evidence-based practice. Through a partnership, librarians and faculty can use all three to develop a curriculum map composed of a series of research assignments and library instruction delivered over the course of a two-year undergraduate allied health program. The presented curriculum map shows that the Standards can be retained and utilized as a bridge between the new Framework and evidence-based practice to strengthen the impact of information literacy teaching in the health sciences.

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“…The collaborative nature of creating these tutorials was described in a previous paper. 1 Three student cohorts have since completed this Allied Health EBP course with the implemented tutorials. Though well-received by students, the course instructor and librarians desired to better understand how the tutorials contributed to overall learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Library Tutorials on the Information Literacy Skills of Occupational Therapy and Physical Therapy Students in an Evidence-Based Practice Course: A Rubric Assessment

Schweikhard

Hoberecht

Peterson

et al. 2018

Medical Reference Services Quarterly

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ABSTRACT. This study measures how online library instructional tutorials implemented into an evidence-based practice course have impacted the information literacy skills of occupational and physical therapy graduate students. Through a rubric assessment of final course papers, this study compares differences in students' search strategies and cited sources pre-and postimplementation of the tutorials. The population includes 180 randomly selected graduate students from before and after the library tutorials were introduced into the course curriculum.Results indicate a statistically significant increase in components of students' searching skills and ability to find higher levels of evidence after completing the library tutorials.

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Library Tutorials in an Allied Health Evidence-Based Practice Class

Cited by 7 publications

References 4 publications

Re-visioning library support for undergraduate educational programmes in an academic health sciences library

Re-visioning library support for undergraduate educational programmes in an academic health sciences library

Merging Information Literacy and Evidence-Based Practice in an Undergraduate Health Sciences Curriculum Map

The Impact of Library Tutorials on the Information Literacy Skills of Occupational Therapy and Physical Therapy Students in an Evidence-Based Practice Course: A Rubric Assessment

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