文章基本信息

标题：Evidence-based medicine at the intersection of research interests between academic health sciences librarians and medical educators: a review of the literature
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作者：Josephine L. Dorsch , MALS, AHIP
期刊名称：Bulletin of the Medical Library Association
印刷版ISSN：0025-7338
出版年度：2012
卷号：100
期号：4
页码：251-257
DOI：10.3163/1536-5050.100.4.006
语种：English
出版社：Medical Library Association
摘要：Objectives: In 2008, the Association of Academic Health Sciences Libraries established an Education Research Task Force (ERTF) to plan research addressing research priorities outlined in key Association of American Medical Colleges reports. ERTF members conducted a literature review to describe the state of collaborative research at the intersection of medical education and health sciences librarianship. Analysis of initial results revealed instruction in evidence-based medicine (EBM) was a shared interest and is thus the focus of this review. Methods: Searches on EBM teaching programs were conducted, and results were posted to a shared online citation management service. Individual articles were assessed and assigned metadata describing subject matter, scope, and format. Results: Article analysis identified key themes. Most papers were descriptive narratives of curricular development. Evaluation studies were also prominent and often based on student satisfaction or self-reported competency. A smaller number of controlled studies provide evidence of impacts of librarian involvement in EBM instruction. Conclusions: Scholarship of EBM instruction is of common interest between medical educators and health sciences librarians. Coauthorship between the groups and distribution of literature points to a productive collaboration. An emerging literature of controlled studies measuring the impact of cross-disciplinary efforts signals continued progress in the arena of EBM instruction. Highlights The Association of Academic Health Sciences Libraries Education Research Task Force identified three key questions for a review of the literature that relates to library teaching programs in medical education. There is an ample literature that reveals that librarians are active collaborators in instruction, educational assessment, and medical education research. A literature is emerging that addresses successes and failures of specific evidence-based health care instructional initiatives, including reviews and controlled trials. Implications Gaps in the literature suggest a need for longitudinal follow-up and multicentered studies to validate the findings of the literature to date. Future studies should include effectiveness research to determine the impacts that evidence-based medicine instruction led by librarians, or in collaboration with medical educators, has on learning outcomes and practice.