Abstract
Health sciences librarians have been involved in the education of medical residents and fellows for many years, traditionally providing orientation to library resources or refreshers on MEDLINE searching [1–4]. With the increased focus on evidence-based medicine (EBM) in residency education, health sciences librarians have found a natural partnership in teaching EBM search skills in the postgraduate curriculum [5–12]. However, even with EBM opening the door for increased librarian instruction, the level of librarian involvement in residency education varies greatly by institutional or departmental interest, institutional culture, program directors, librarian expertise, and marketing techniques. In 2002, the Accreditation Council on Graduate Medical Education (ACGME) mandated the use of outcomes assessment in ACGME-accredited programs. One area of particular interest to librarians was the practice-based learning and improvement (PBLI) competency, which included information-searching and -management skills. Specifically, PBLI competencies include “the ability to locate, appraise, and assimilate evidence from scientific studies related to their patients' health problems and to use information technology to optimize learning,” as well as other competencies related to lifelong learning [13]. Teaching and evaluating PBLI is challenging for many graduate medical education (GME) programs because it includes competencies in areas many medical school faculty do not possess expertise in and may themselves be in need of skill development [14–18]. In addition, few tools have been developed to measure resident learning in this area [17, 19, 20].
Highlights
Health sciences librarians have been involved in the education of medical residents and fellows for many years, traditionally providing orientation to library resources or refreshers on MEDLINE searching [1–4]
Practice-based Learning and Improvement Step 1: Essentials of Information Resources @ University of Michigan (UM) & Demonstrate a basic understanding of the medical information environment & Display familiarity with essential information resources in the UM environment for clinical and research needs & Distinguish and select resources that are appropriate to specific types of information needs
Cultivating MEDLINE Expertise Using Practice-based Learning and Improvement & Demonstrate a solid understanding of the structure of Medical Subject Headings (MeSH) and how headings are used for retrieving concepts from combinations of terms & Perform searches using floating and pre-exploded subheadings and combine them with MeSH terms to create complex concepts & Construct and critique ‘‘expert’’ search strategies
Summary
Health sciences librarians have been involved in the education of medical residents and fellows for many years, traditionally providing orientation to library resources or refreshers on MEDLINE searching [1–4]. A curriculum and evaluation tools were discussed that would allow the GME programs to meet, teach, and eventually evaluate residents in the ACGME competencies, in particular PBLI. This curricular development would aid in ensuring the sponsoring institution requirements were met. Using a team approach that captured each librarian’s expertise and created a sense of ownership, the HSL librarians developed the description, content, and learning outcomes for each module This iterative process led to many constructive discussions of what is taught, how it is taught, and what best promotes lifelong learning among clinicians.
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