{"title":"通过嵌入式图书馆教学改善医学生信息寻求行为的初步尝试。","authors":"Angela Barr","doi":"10.5195/jmla.2023.1771","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Medical students must develop self-directed information-seeking skills while they are learning vast amounts of foundational and clinical skills. Students will use different resources for different phases of their training. Information literacy training provided to students will be more impactful when it is embedded into courses or assignments that mimic real-world scenarios. The retention of these skills is also improved by early and frequent instruction sessions, paired with formative feedback from librarian-educators.</p><p><strong>Case presentation: </strong>Librarians received student responses to an information literacy question during two cycles of a Grand Rounds activity. Data were analyzed as follows: sources were grouped according to resource type and assessed for quality, and search terms were aggregated and analyzed to determine frequency of use. A librarian-educator presented the compiled data, making suggestions for improving searching and clarifying expectations for how to improve their resource choices for a second Grand Rounds session. Comparing the M2 Grand Rounds case to the M1 case of the same cohort, the frequency of evidence summary and diagnostic tool use increased and the frequency of search engine, textbook/lecture material, and journal article/database use decreased.</p><p><strong>Discussion: </strong>In the real-world application of back-to-back Georgetown University's Medical Center Grand Rounds exercises, librarian-led instruction on clinical-specific resources appears to be correlated with an improvement in medical students' searching behavior. This trend supports the argument that introducing students early to librarian-led education on clinical-specific resources, and providing feedback on their searches, improves students' information-seeking behavior.</p>","PeriodicalId":47690,"journal":{"name":"Journal of the Medical Library Association","volume":"111 4","pages":"823-828"},"PeriodicalIF":2.9000,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10621726/pdf/","citationCount":"0","resultStr":"{\"title\":\"Initial efforts to improve medical student information-seeking behavior with embedded library instruction.\",\"authors\":\"Angela Barr\",\"doi\":\"10.5195/jmla.2023.1771\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Medical students must develop self-directed information-seeking skills while they are learning vast amounts of foundational and clinical skills. Students will use different resources for different phases of their training. Information literacy training provided to students will be more impactful when it is embedded into courses or assignments that mimic real-world scenarios. The retention of these skills is also improved by early and frequent instruction sessions, paired with formative feedback from librarian-educators.</p><p><strong>Case presentation: </strong>Librarians received student responses to an information literacy question during two cycles of a Grand Rounds activity. Data were analyzed as follows: sources were grouped according to resource type and assessed for quality, and search terms were aggregated and analyzed to determine frequency of use. A librarian-educator presented the compiled data, making suggestions for improving searching and clarifying expectations for how to improve their resource choices for a second Grand Rounds session. Comparing the M2 Grand Rounds case to the M1 case of the same cohort, the frequency of evidence summary and diagnostic tool use increased and the frequency of search engine, textbook/lecture material, and journal article/database use decreased.</p><p><strong>Discussion: </strong>In the real-world application of back-to-back Georgetown University's Medical Center Grand Rounds exercises, librarian-led instruction on clinical-specific resources appears to be correlated with an improvement in medical students' searching behavior. This trend supports the argument that introducing students early to librarian-led education on clinical-specific resources, and providing feedback on their searches, improves students' information-seeking behavior.</p>\",\"PeriodicalId\":47690,\"journal\":{\"name\":\"Journal of the Medical Library Association\",\"volume\":\"111 4\",\"pages\":\"823-828\"},\"PeriodicalIF\":2.9000,\"publicationDate\":\"2023-10-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10621726/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of the Medical Library Association\",\"FirstCategoryId\":\"91\",\"ListUrlMain\":\"https://doi.org/10.5195/jmla.2023.1771\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"INFORMATION SCIENCE & LIBRARY SCIENCE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of the Medical Library Association","FirstCategoryId":"91","ListUrlMain":"https://doi.org/10.5195/jmla.2023.1771","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}
引用次数: 0
摘要
背景:医学生在学习大量基础和临床技能的同时,必须培养自主的信息寻求技能。学生将在不同的培训阶段使用不同的资源。当将向学生提供的信息素养培训嵌入模拟现实世界场景的课程或作业中时,它将更有影响力。这些技能的保留也通过早期和频繁的教学会议以及图书馆教育工作者的形成性反馈来提高。案例介绍:在大循环活动的两个周期中,图书馆员收到了学生对信息素养问题的回答。数据分析如下:根据资源类型对来源进行分组并评估质量,对搜索词进行汇总和分析以确定使用频率。一位图书管理员教育家展示了汇编后的数据,提出了改进搜索的建议,并澄清了如何在第二次大循环会议上改进资源选择的期望。将同一队列的M2 Grand Rounds病例与M1病例进行比较,证据总结和诊断工具的使用频率增加,搜索引擎、教科书/讲座材料和期刊文章/数据库的使用频率降低。讨论:在乔治城大学医学中心大循环练习的实际应用中,图书馆员主导的临床特定资源指导似乎与医学生搜索行为的改善有关。这一趋势支持了这样一种观点,即尽早向学生介绍图书馆员领导的临床特定资源教育,并对他们的搜索提供反馈,可以改善学生的信息寻求行为。
Initial efforts to improve medical student information-seeking behavior with embedded library instruction.
Background: Medical students must develop self-directed information-seeking skills while they are learning vast amounts of foundational and clinical skills. Students will use different resources for different phases of their training. Information literacy training provided to students will be more impactful when it is embedded into courses or assignments that mimic real-world scenarios. The retention of these skills is also improved by early and frequent instruction sessions, paired with formative feedback from librarian-educators.
Case presentation: Librarians received student responses to an information literacy question during two cycles of a Grand Rounds activity. Data were analyzed as follows: sources were grouped according to resource type and assessed for quality, and search terms were aggregated and analyzed to determine frequency of use. A librarian-educator presented the compiled data, making suggestions for improving searching and clarifying expectations for how to improve their resource choices for a second Grand Rounds session. Comparing the M2 Grand Rounds case to the M1 case of the same cohort, the frequency of evidence summary and diagnostic tool use increased and the frequency of search engine, textbook/lecture material, and journal article/database use decreased.
Discussion: In the real-world application of back-to-back Georgetown University's Medical Center Grand Rounds exercises, librarian-led instruction on clinical-specific resources appears to be correlated with an improvement in medical students' searching behavior. This trend supports the argument that introducing students early to librarian-led education on clinical-specific resources, and providing feedback on their searches, improves students' information-seeking behavior.
期刊介绍:
The Journal of the Medical Library Association (JMLA) is an international, peer-reviewed journal published quarterly that aims to advance the practice and research knowledgebase of health sciences librarianship. The most current impact factor for the JMLA (from the 2007 edition of Journal Citation Reports) is 1.392.