Abstract
ObjectiveTo understand librarians’ evidence-based practice (EBP) professional development needs and assist library administrators with professional development decisions in their own institutions, the study team surveyed past participants of an EBP online course. This study aimed to (1) understand what course content participants found valuable, (2) discover how participants applied their course learning to their work, and (3) identify which aspects of EBP would be beneficial for future continuing education.MethodsThe study team distributed an eighteen-question survey to past participants of the course (2011–2017). The survey covered nontraditional demographic information, course evaluations, course content applications to participants’ work, additional EBP training, and EBP topics for future CE opportunities. The study team analyzed the results using descriptive statistics.ResultsTwenty-nine percent of course participants, representing different library environments, responded to the survey. Eighty-five percent of respondents indicated that they had prior EBP training. The most valuable topics were searching the literature (62%) and developing a problem, intervention, comparison, outcome (PICO) question (59%). Critical appraisal was highly rated for further professional development. Fifty-three percent indicated change in their work efforts after participating in the course. Ninety-seven percent noted interest in further EBP continuing education.ConclusionsSurvey respondents found value in both familiar and unfamiliar EBP topics, which supported the idea of using professional development for learning new concepts and reinforcing existing knowledge and skills. When given the opportunity to engage in these activities, librarians can experience new or expanded EBP work roles and responsibilities. Additionally, the results provide library administrators insights into the benefit of EBP professional development.
Highlights
Health sciences librarians are actively engaged in evidence-based practice (EBP) instruction across several disciplines and health care settings
Not all EBP training opportunities are available for individual librarians, formal professional continuing education (CE) courses
Recent literature emphasizes the value of facilitating professional development among academic librarians and the benefits of enhanced knowledge about health care processes for EBP instruction [2,3,4]
Summary
Health sciences librarians are actively engaged in evidence-based practice (EBP) instruction across several disciplines and health care settings. Not all EBP training opportunities are available for individual librarians, formal professional continuing education (CE) courses. From an administrative perspective, ensuring that librarians who are involved with EBP instruction and practice have the appropriate skills and knowledge to effectively meet the demands of Journal of the Medical Library Association. Recent literature emphasizes the value of facilitating professional development among academic librarians and the benefits of enhanced knowledge about health care processes for EBP instruction [2,3,4]. Administrative support of professional development can include facilitating internal opportunities and investing in external training workshops and courses to meet a specific EBP need or to introduce an innovative initiative. Professional development is important for librarian career advancement and for organizational movement forward [5]
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