Abstract
Introduction: The purpose of this study was to determine the range of involvement of Canadian academic medical librarians in teaching evidence-based medicine (EBM) within the undergraduate medical education (UME) curriculum. This study articulates the various roles that Canadian librarians play in teaching EBM within the UME curriculum, and also highlights their teaching practices. Methods: An electronic survey was distributed to a targeted sample of academic librarians currently involved in UME programs in Canadian medical schools. Results: 12 respondents (including one duplicate response) representing ten schools responded to this survey. 7 of 10 respondents were involved in EBM instruction, 3 of 10 institutions had a dedicated EBM course. Librarians were involved in a variety of roles, and often co-created and co-delivered content along with medical school faculty, and were present on course committees. They used a variety of educational strategies, incorporated active learning, as well as online modules. Discussion/Conclusion: The data highlighted the embedded nature of EBM instruction in undergraduate medical education programs in Canada. It also showed that librarians are involved in EBM instruction beyond the second step of EBM; acquiring or searching the literature.
Highlights
The purpose of this study was to determine the range of involvement of Canadian academic medical librarians in teaching evidence-based medicine (EBM) within the undergraduate medical education (UME) curriculum
This study is interested in highlighting the involvement of Canadian academic medical librarians in teaching EBM within the UME curriculum, as well as showcasing the variety of roles that librarians play in teaching EBM within the UME curriculum
We hope that the results of this survey will be useful to Canadian UME librarians who are either looking for some evidence on what their peers across Canada are doing with regard to EBM instruction within the UME curricula, or who may be interested in changing their own practices or advocating for something different than what they are currently doing
Summary
The purpose of this study was to determine the range of involvement of Canadian academic medical librarians in teaching evidence-based medicine (EBM) within the undergraduate medical education (UME) curriculum. Librarians were involved in a variety of roles, and often co-created and co-delivered content along with medical school faculty, and were present on course committees. They used a variety of educational strategies, incorporated active learning, as well as online modules. Academic medical librarians are often involved in teaching evidence-based medicine (EBM) within the undergraduate medical education (UME) curriculum. All of the Canadian medical education programs include within their curriculum the various roles that make up the CanMEDS framework, which contain a key competency relating to EBM, “integrate best available evidence into practice” [5].
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