Literature Search Skills Research Articles

Analisis Keterampilan Riset Mahasiswa Melalui Karya Ilmiah Pada Mata Kuliah Bioteknologi Dengan Model Project Base Learning

The 21st century learning trend emphasizes skills, not just knowledge. Among the emerging competencies are learning and innovation, which are very possible to be accommodated at the higher education level. In order to realize this, research skills are an important competency that must be possessed by students and are the outlet of the studies carried out. This study is a quantitative descriptive study that analyzes research skills in students' scientific work which is the output of the biotechnology course. The research skills aspect is based on the Research Skill Development (RSD) developed by Willison and O'Regan which has been modified. Based on the results of the analysis of scientific work which is the output of the biotechnology course, students achieved a score of 81 with a very good category. However, there are several aspects that still need to be strengthened. The lowest aspect of research skills is presenting problems, namely with a score of 2.0 and is categorized as lacking. The aspect that is also categorized as lacking is literature search which strengthens the analysis with a score of 2.2. Students need to strengthen their skills in literature search as an effort to deepen their findings. Further research can be directed at the implementation of problem-based learning combined with science writing heuristic as an effort to strengthen the aspects of problem presentation and literature search in research skills.

Extracurricular activity based on undergraduates – postgraduates peer learning to promote student’s academic research skills in developing countries higher education: experiences form Syria

ABSTRACT Higher education in the developing world is challenged by high number of students and rigid curricula. These challenges require innovative ways to support students learning. In this paper, a new extracurricular activity was designed to promote academic research and self-learning skills using undergraduate – postgraduate peer learning. The course aims to fill the gap in active learning in the developing world. The newly designed course was delivered to 20 students from different fields of studies in Syria. Each group was mentored by a postgraduate student and supervised by an academic. Students provided positive feedback on the course design, aims and skills development. Comparison of students’ academic research skills was performed through pre- and post-course evaluation. Significant improvement in literature search skills was observed (p < 0.05). The proposed course can be replicated in other developing countries creating an educational opportunity for research and self-learning skills among students at different grades of studies.

PubMed literacy: Developing skills for effective literature search

Health science professionals need exhaustive and up-to-date information for patient care and research. They depend much on electronic resources for meeting their information needs. PubMed is a premier open access health science database of US National Library of Medicine (NLM). PubMed indexes more than 5600 health science related journals. PubMed literacy is the information literacy on PubMed database. It helps the health science professionals and researchers in understanding various features of the PubMed database and accessing the required health science information more efficiently and effectively. PubMed literacy means to how to use PubMed for conducting literature search and includes having training in literature search skills and techniques which are essential for searching in PubMed. The present article helps to get familiarity with search features and functionality of PubMed database and to know the importance of PubMed literacy in conducting health science literature search.

Description and Evaluation of an Evidence-Based Residency Curriculum Using the Evidence-Based Medicine Environment Survey.

Teaching medical trainees evidence-based medicine (EBM) is required by the Accreditation Council for Graduate Medical Education. Most published graduate EBM curricula focus on critical appraisal over point-of-care information mastery. Faculty at the University of Rochester Family Medicine Residency implemented a clinically integrated, cyclical EBM curriculum juxtaposing information mastery with expert-level skills such as critical appraisal. We administered the Evidence-Based Medicine Environment Survey (EBMES) to learners before and after the yearlong curriculum. Two cohorts of participating third-year residents completed the EBMES before and after an EBM curriculum. Over 2 years, 21 residents completed pre- and postevaluations. Resident perception of the EBM educational and practice environment was high at baseline and improved for 15 of 36 survey items (P&lt;.05). Resident perception of the EBM learning environment improved after participation in a yearlong curriculum. Nearly all of the content covered in the "Science of Family Medicine" curriculum and measured by EBMES improved in a statistically significant manner. We propose that EBM curricula should combine traditional literature search and critical appraisal skills with information mastery to maximize effectiveness. Our curriculum can be modified to fit other graduate family medicine contexts.

Journal Club is a way forward to adopt Evidence Based Practice among dental House Officers.

ABSTRACTObjectives:To identify the improvement in knowledge, presentation skills, critical skills and self-directed learning process during Journal Club platform amidst dental house officers of 2018, 2019 and 2020 after completing one year house job training at Bahria dental College Karachi.Methods:This cross-sectional study was conducted from Dec- 2018 till Dec-2020. The six items were asked about perception of change for evidence-based process of (knowledge, cognitive, affective and participant domains) after completion of house job training by each cohort. The responses were noted on three point likert scale as agree, neutral and disagree. Total 150 questionnaires were distributed in three cohorts. The SPSS version 23 was used. P-value < 0.05 was considered as statistically significant.Results:Total n=145 house officers had completed the proforma with response rate of 96.65%. The mean age was 24.45 ± SD 0.63 among three groups. There were n=20(14%) males and n=125(86%) females. There was improvement found for knowledge acquisition about relevant literature search among all three groups. Regarding knowledge acquisition of bio-statistics; majority of subjects n=26 (52%) in 2020 group had reported no change and in 2019 cohort n=23(48%) were agreed. Majority n=21(44%) of house officers had reported no change when asked as JC helped in critical thinking in year 2019.Conclusion:Knowledge acquisition about relevant literature search, presentation and confidence skills were improved but no significant changes were found in knowledge of biostatistics and critical thinking skills. JC is a convincing platform to learn evidence-based process amid dental house officers.

Delivering search skills training for healthcare staff in England

This study evaluated a national collaborative project to develop generic, freely available e-learning modules on literature search skills for the healthcare workforce in NHS England. Feedback data was drawn from usage reports, an online survey embedded within each module and a separate online survey nationally distributed to health-related library staff. The modules evaluated positively; learners found them useful, they impacted on learning and confirmed or increased knowledge. Only 3% reported that the modules made no difference to their literature search skills. There was also evidence that some libraries were using the modules as part of their local training. The study suggests that although there are challenges in trying to develop a one size fits all approach to e-learning, collaborating with potential end users and trainers can help to maximise its usefulness.

A new twist on the graduate student journal club: Using a topic-centered approach to promote student engagement.

Journal clubs are widely used as an educational tool in graduate life science programs. In journal clubs, students are assigned to read specific journal articles to achieve a broad knowledge in their field of study and to gain competence in reading and assessing scientific publications. However, students often show low motivation to read assigned articles, and under-prepared students contribute little to in-class discussions. In order to promote student engagement in graduate-level journal clubs, we used an inverted, student-centered format that focuses on a scientific question or topic rather than specific publications. Both the weekly topics and the scientific publications were selected by the students and focused on aspects of the students' thesis research. For each weekly topic, students were asked to find papers, read the papers and summarize the findings during class, which led to the presentation of a variety of approaches and viewpoints. This approach trained students in literature search, focused reading and oral presentation skills and provided a broad overview of the research in the selected topic areas. Student feedback showed a high level of acceptance of the new format. We propose this inverted journal club format as a useful alternative to traditional formats, because it focuses on a different scientific skill set and leads to increased student engagement through its student-centered approach.

Literature Search Skills of Japanese Medical Students in Clinical Clerkship - the Current Status and Effects of Brief Guidance

Literature Search Skills of Japanese Medical Students in Clinical Clerkship - the Current Status and Effects of Brief Guidance

Building Scholarship for Evidence-Based Practice in Undergraduate Nursing Students.

Journal clubs were utilized in an undergraduate nursing research course to achieve scholarship for evidence-based practice. Journal club members learned to critically appraise an assigned nursing research article by identifying the clinical problem, practicing literature search skills, and determining the research design and level of evidence. They also critically appraised the data collection methods, the sample size, and study outcomes and translated findings to practice. Over the semester, journal club members gained confidence in critically appraising research articles, came to appreciate the research process, and learned how nursing research informs evidence-based practice.

P057: Evidence-based medicine (EBM) simulation: teaching real-time literature searching to emergency medicine residents using a flipped classroom and high-fidelity simulation

Innovation Conept: Evidence-based medicine (EBM), including literature search skills, is an objective of the Emergency Medicine (EM) residency curriculum. Traditional teaching of this topic utilized a classroom-based, librarian-lead session that presented an overview of many search engines. Feedback from past sessions indicated that learners retained little after the session. To be effective, EBM needs to be brought to the bedside. We created a session to engage EM residents and improve their efficiency in literature searching during an EM shift. Methods: We conducted a needs assessment among EM residents in our program. In response to this and to maximize impact of teaching, we created an EBM workshop on literature searching that used a flipped classroom approach and high-fidelity simulation. The session was designed for a small group (12 junior residents), with the goals of being interactive, engaging and practice-relevant. Feedback was collected on the simulation experience. Curriculum, Tool or Material: With a librarian, we created a brief list of EM-relevant databases. It included tips for searching and links to the corresponding sites / apps. Students received the list 7 days prior and were instructed to set up the resources on their smartphones. Pre-readings also covered the hierarchy of evidence and formulating a good clinical (PICO) question. All students participated in the high-fidelity simulation, with one volunteer leader. The case involved a stable patient. Residents proceeded with initial case assessment until they faced a management decision that required a literature search. All residents participated on their smart phones. Collectively, it took 5 minutes to find a study that adequately addressed the clinical question. The patient was managed accordingly and symptoms resolved. Feedback on the simulation was abundantly positive. Students found it engaging, practical and realistic. It helped them learn to efficiently search the literature while managing a stable patient. Conclusion: Using a multi-modal teaching strategy that includes simulation makes teaching EBM literature searching more interesting, engaging and applicable to EM practice. Future work will look at creating further sessions to reinforce and promote retention of key concepts and integrate them into EM practice.

Comparison of peer-tutor and librarian feedback for the literature search component of a medical school research course

Introduction: The aim of this study is to compare the peer tutor and librarian feedback on second year medical students’ literature search skills as part of a research course at Queen’s University, Kingston, Ontario, Canada.&#x0D; Methods: Student peer tutors and medical librarians each assessed a sample of literature searches for a culminating project. Two separate student cohorts were evaluated, and the marked rubrics were compared.&#x0D; Students also participated in focus groups. An online survey was sent to a third cohort of students who did not work with peer tutors, but instead met with librarians one-on-one to discuss their literature searches.&#x0D; Results: There was a measurable difference in the mark agreement between the peer tutors and the librarians. Unsurprisingly, librarians identified important errors and omissions unseen by the peer tutors. Peer tutors found the process of peer assessment very useful for their own learning and teaching skill development, however, the non-peer tutor students did not appreciate the value of this methodology. After peer tutoring was discontinued, the survey feedback was very positive about the value of the individual librarian consultations.&#x0D; Discussion: Medical students conducting a research project need to perform thorough literature searches. Although librarians found the consultations time-consuming, they found that the consultations improved searches more than having students receive help from peer tutors in the same class. The surveyed students were positive about the librarian consultation.&#x0D; &#x0D; Author keywords: Medical students; critical enquiry; student research; Peer tutoring; Assessment; Program evaluation; Librarian consultations; Information literacy; Focus groups, Online survey.

Drug information centres and their provision of decision support: The Scandinavian experience.

Appraisal of drug information centres (DICs) is mainly by word of mouth communication and surveys of overall user satisfaction. Efforts to study the impact of this type of informatics and decision support systematically are generally lacking within the healthcare system. Scandinavian DICs question-answering databases are relevant sources for identifying recurring problems in pharmacotherapy, including drug safety questions, and for re-use of previous answers. Recent studies in this setting have shown that high-quality answers demand easily accessible literature sources, skills in literature search and critical assessment of the retrieved documentation. Furthermore, patient-specific advice in clinical cases presented within a requested time frame is appraised by clinicians. Effective decision support by Scandinavian DICs depends on skills among staff and technological resources. Our experience could motivate further studies investigating methods and evaluating the impact of DICs in the healthcare system.

A Novel Assessment Tool for Quantitative Evaluation of Science Literature Search Performance: Application to First-Year and Senior Undergraduate Biology Majors

Expertise in searching and evaluating scientific literature is a requisite skill of trained scientists and science students, yet information literacy instruction varies greatly among institutions and programs. To ensure that science students acquire information literacy skills, robust methods of assessment are needed. Here, we describe a novel tool for longitudinal, crossover assessment of literature-searching skills in science students and apply it to a cross-sectional assessment of literature-searching performance in 145 first-year and 43 senior biology majors. Subjects were given an open-ended prompt requiring them to find multiple sources of information addressing a particular scientific topic. A blinded scorer used a rubric to score the resources identified by the subjects and generate numerical scores for source quality, source relevance, and citation quality. Two versions of the assessment prompt were given to facilitate eventual longitudinal study of individual students in a crossover design. Seniors were significantly more likely to find relevant, peer-reviewed journal articles, provide appropriate citations, and provide correct answers to other questions about scientific literature. This assessment tool accommodates large numbers of students and can be modified easily for use in other disciplines or at other levels of education.

132: THE EFFECT OF TRAINING INTERVENTION ON STUDENTS' EVIDENCE-BASED MEDICINE LITERATURE SEARCHING SKILLS, IN TABRIZ UNIVERSITY OF MEDICAL SCIENCES

Background and aims:Evidence-Based Medicine (EBM) is an important issue requiring skills in locating, evaluating and applying the best evidence in a clinical setting. This study evaluated the effect of training...

A Novel Assessment Tool for Quantitative Evaluation of Science Literature Search Performance: Application to First-Year and Senior Undergraduate Biology Majors

Expertise in searching and evaluating scientific literature is a requisite skill of trained scientists and science students, yet information literacy instruction varies greatly among institutions and programs. To ensure that science students acquire information literacy skills, robust methods of assessment are needed. Here, we describe a novel tool for longitudinal, crossover assessment of literature-searching skills in science students and apply it to a cross-sectional assessment of literature-searching performance in 145 first-year and 43 senior biology majors. Subjects were given an open-ended prompt requiring them to find multiple sources of information addressing a particular scientific topic. A blinded scorer used a rubric to score the resources identified by the subjects and generate numerical scores for source quality, source relevance, and citation quality. Two versions of the assessment prompt were given to facilitate eventual longitudinal study of individual students in a crossover design. Seniors were significantly more likely to find relevant, peer-reviewed journal articles, provide appropriate citations, and provide correct answers to other questions about scientific literature. This assessment tool accommodates large numbers of students and can be modified easily for use in other disciplines or at other levels of education.

Self-assessment of final-year undergraduate physiotherapy students’ literature-searching behaviour, self-perceived knowledge of their own critical appraisal skills and evidence-based practice beliefs

Background. Health professionals and new graduates alike are expected to be efficient in applying evidence-based practice. Research and evidencebased practice skills are taught in the research modules at university, but it is not clear whether students translate those skills into clinical practice. Objective. To determine the self-assessment literature-searching behaviour, self-perceived knowledge of critical appraisal skills and evidence-based practice beliefs of final-year undergraduate physiotherapy students at a university in South Africa. Methods. This study used a quantitative approach, with a small qualitative component. A convenience sample of the final-year undergraduate physiotherapy students (N=36) registered for the 2012 academic year was approached to participate in the study. Data were collected using an existing questionnaire. Results. The study yielded a 75% response rate. With regard to literature-searching skills, 30% searched for literature more than once a week, 52% searched only for specific information and most had access to literature. Students received their information from journal articles (85%), the internet and databases. They were slightly confident when it came to literature appraisal and believed that evidence-based practice was essential to their practice (96%), but expressed a need for more training (59%). Their understanding of the evidence-based practice concept was limited because they based their treatment choices on content and other role-models, and related their choices to their previous patient experiences. Conclusion. Students believed that evidence-based practice was vital, yet their understanding of the concept was restricted when compared with the literature and they expressed a need for further training.

Incorporating a Drug Information Consult into a Pharmacy Practice Course to Build Literature Search and Evaluation Skills Through a 3-Stage Model

Objective: Pharmacy students need to be equipped with skills to research and evaluate literature to effectively apply evidence-based medicine (EBM) in practice. To prepare them, a 3-stage approach to writing a drug information consult (3sDIC) was incorporated into a pharmacy course. The primary objective was to assess students’ abilities to retrieve and analyze literature pursuant to a drug information consult. Secondary objectives were to examine feasibility of faculty participation and continuation of the assignment. Design: Ninety students were given a clinical scenario about a patient. The assignment consisted of 3 stages incorporating use of the Population, Intervention, Comparison intervention, Outcome (PICO) method and modified systematic approach (MSA) for stage 1, evaluation of primary literature to write a draft for stage 2, and stage 3, the final consult. All 3 stages were reviewed and graded by faculty. Assessment: All students completed the 3sDIC, with no grade failures. The rubric employed by faculty was effective, providing students the opportunity to improve the consult. The 3sDIC was found to be feasible with adequate faculty support. Conclusion: The 3sDIC, although not a substitute for a complete drug information course, demonstrated a streamlined approach for Pharmacy year 2 (P2) students to acquire and develop drug information skills.

Proceedings of the 5th International Conference on Engaged Management Scholarship Baltimore, Maryland, September 10-13, 2015

This Engaged Management Scholarship (EMS) conference is the fifth in a series. It is organized annually by the Executive Doctorate in Business Administration Council (EDBAC), which has broad international representation of executive doctorate programs. The purpose of this council is to promote the value of Engaged Management Scholarship and raise its profile internationally. The EMS 2015 conference was hosted by the Doctor of Management program at the Graduate School in the University of Maryland University College and held in Baltimore, Maryland, USA. The theme of this year’s conference was “The Paradigm Shift in Doctoral Education for Scholar-Practitioners.” Its focus was on evidence-based research and learning that builds scholar-practitioner competence. Papers presented at the EMS 2015 conference were selected through a blind peer review process based on the requirement that papers be scientifically rigorous and timely and possess clear actions for practice. The conference consisted of research paper presentations, poster sessions, panels, keynote presentations, a doctoral consortium, and an alumni consortium. Conference participants included management scholars and management practitioners actively involved in engaged management scholarship. The conference theme elicited broad interest in how executive doctoral programs are employing research methods, pedagogical practices, and program designs for engaged management scholarship. This broad interest was demonstrated by the participation of attendees from nearly 50 universities in Asia, Europe, and North America.The Doctoral Consortium brought together faculty members from a range of EDBAC schools and doctoral students from many of their programs. Participants gained valuable learning experience and further developed their dissertations based on insights and critiques by both faculty and fellow doctoral students. The Alumni Consortium built on its launch at last year’s EMS conference and fostered networking among graduates of EDBAC member schools. This consortium chronicled experiences of graduates’ transition into new career paths through “elevator pitches” that portrayed their journey since graduation. New initiatives for collaboration around research and publication impact were discussed, including how to build a thriving community of scholar-practitioners Charles Onstott of SAIC, Inc., opened the conference with a keynote presentation on how “Deploying Big Data in the Organization Matters for Scholar-Practitioners.” On the second conference day, Dr. Richard Boyatzis of Case Western Reserve University delivered a keynote presentation on “Scholar-Practitioner Competencies for Resonant Leadership.” These presentations served as bookends for the diverse range of interests among conference attendees. Some 30 research papers were presented around a wide range of themes: Behavior in Organizations, Social Entrepreneurship, Change Initiatives, Organizational Strategy, Finance, Trust in Teams, Development Planning, Globalization Impacts, Marketing Analytics, Innovation, Ethics for Managers, and Decision Making. The papers published in these proceedings represent engaged management research in these and other topics.A series of Panels and Professional Development Workshops addressed research methods, literature search skills, practical theorizing, data science in practice, career paths for scholar-practitioners, journal publication, and standards for executive DBA education. Resource materials from these presentations can be accessed through the EDBAC web site.We would like to acknowledge the contributions of the EDBAC Executive Board members and specifically thank Drs. Bryan Booth, Leslie Dinauer and Kuan Collins of University of Maryland University College, Kalle Lyytinen of Case Western Reserve University, Lars Mathiassen of Georgia State University, and Jean-Denis Budin of Paris-Dauphine University for their leadership and assistance in the conference organization efforts. We would also like to thank the Program Directors and staff members of schools that previously hosted this conference. Their insights and guidance were most helpful in planning and carrying out this conference. Also, we acknowledge the paper authors and the assistance of large group of anonymous referees who agreed to review all the paper, panel, and PDW submissions. Finally, but not least, we would like to acknowledge the staff support of Ms. Monica Graham, Ms. Marina Caminis, and Ms. Michelle Howard for their tireless efforts in making this conference a success.EMS 2015 Conference Proceedings EditorTom MierzwaUniversity of Maryland University College

Is the practice of public or private sector doctors more evidence-based? A qualitative study from Vellore, India.

The literature on the use of evidence-based practice is sparse, both in the public and private sectors in middle-and low-income countries, and the present literature shows that physician understanding and use of evidence-based practice is poor. The study aimed to explore the perception of medical practitioners in the private for-profit, private not-for-profit and government sectors in Vellore, India, on evidence-based practice, in order to explain the factors affecting the use of evidence-based practice among the practitioners and to inform local policy and management decisions for improvement in quality of care. Qualitative methodology was employed in the study. Sixteen in-depth and two key informant interviews were carried out with medical practitioners selected by purposive sampling in the private for-profit, private not-for-profit and government sectors. The interviews explored participants' knowledge of evidence-based practice, factors affecting its use and possible ways of improving the use of evidence-based practice among physicians in all the health sectors. Data from the in-depth and key informant interviews were analyzed with the NVIVO (version 8) software package using the framework approach. Although most practitioners interviewed have heard of evidence-based practice, knowledge about evidence-based practice seems inadequate. However, doctors in the private not-for-profit sector seem to be more familiar with the concept of evidence-based practice. Also, practitioners in the private not-for profit sector appear to use medical evidence more in their practices compared to government practitioners or doctors in the private for-profit sector. Perceived factors affecting physician use of evidence-based practice include lack of personal time for literature appraisal as a result of high case load, weak regulatory system, pressure from patients, caregivers and pharmaceutical companies, as well as financial considerations. Opinions of the respondents are that use of evidence-based practice is mostly found among practitioners in the private not-for-profit health sector. Better training in evidence-based practice, improved regulatory system and greater collaboration between the public, private for-profit and private not-for-profit sectors with regards to training in evidence-based practice - literature search and critical appraisal skills - were suggested as needed to improve the present situation.

A Systematic Review of Librarian-Provided Services Delivered in Healthcare Settings Finds a Positive Effect on Clinician and Patient Relevant Outcomes and Identifies Gaps in the Evidence

A Review of:&#x0D; Perrier, L., Farrell, A., Ayala, A. P., Lightfoot, D., Kenny, T., Aaronson, E., . . . Weiss, A. ( 2014). Effects of librarian-provided services in healthcare settings: A systematic review. Journal of the American Medical Informatics Association, 21(6), 1118-1124. http://dx.doi.org/10.1136/amiajnl-2014-002825&#x0D; &#x0D; Abstract&#x0D; &#x0D; Objective – To assess the effects of librarian-provided services, in any healthcare setting, on outcomes important to patients, healthcare providers, and researchers.&#x0D; &#x0D; Design – Systematic review and narrative synthesis.&#x0D; &#x0D; Setting – MEDLINE, CINAHL, ERIC, LISA, and CENTRAL databases; library-related websites, conference proceedings, and reference lists of included studies.&#x0D; &#x0D; Subjects – Twenty-five studies identified through a systematic literature search. &#x0D; &#x0D; Methods – In consultation with the review team, a librarian designed a search to be run in MEDLINE that was peer-reviewed against a published checklist. The team then conducted searches in the five identified databases, adapting the search as appropriate for each database. Authors also checked the websites of library and evidence based healthcare organisations, along with abstracts of relevant conference proceedings, to supplement the electronic search. Two authors screened the literature search results for eligible studies, and reached agreement by consensus. Studies of any librarian-delivered service in a healthcare setting, directed at either patients, clinicians of any type, researchers, or students, along with studies reporting outcomes relevant to clinicians, patients, or researchers, were eligible for inclusion. The authors assessed results initially on the titles and abstracts, and then on the full-text of potentially relevant reports. The data from included studies were then extracted into a piloted data extraction form, and each study was assessed for quality using the Cochrane EPOC risk of bias tool or the Newcastle-Ottawa scale. The results were synthesised narratively.&#x0D; &#x0D; Main Results – The searches retrieved a total of 25 studies that met the inclusion criteria, comprised of 22 primary papers and 3 companion reports. Authors identified 12 randomised trials, 4 controlled before-and-after studies, 3 cohorts, 2 non-randomised trials, and 1 case-control study. They identified three main categories of intervention: librarians teaching search skills; providing literature searching as a service; and a combination of the teaching and provision of search services. The interventions were delivered to a mix of trainees, clinicians, and students. None of the studies examined services delivered directly to patients or to researchers. The quality assessment found most of the studies had a mid- to high-risk of bias due to factors such as lack of random sequence generation, a lack of validated tools for data collection, or a lack of statistical analysis included in the study.&#x0D; &#x0D; Two studies measured patient relevant outcomes and reported that searches provided by librarians to clinicians had a positive impact on the patient’s length of stay in hospital. Five studies examined the effect of librarian provided services on outcomes important to clinicians, such as whether a literature search influenced a clinical decision. There was a trend towards a positive effect, although two studies found no significant difference. &#x0D; &#x0D; The majority of studies investigated the impact of training delivered to trainees and students on their literature search skills. Twelve of these studies found a positive effect of training on the recipients’ search skills, while three found no difference. The secondary outcomes considered by this review were satisfaction with the service (8 studies), relevance of the answers provided by librarians (2), and cost (3). The majority reported good satisfaction, and relevance. A cost benefit was found in 2 of 3 studies that reported this outcome. &#x0D; &#x0D; Conclusion – Authors report a positive effect of training on the literature search skills of trainees and students, and identified a benefit in the small number of studies that examined librarian services to clinicians. Future studies should use validated data collection tools, and further research should be conducted in the area of services provided to clinicians. Research is needed on the effect of librarian-provided services to patients and researchers as no studies meeting the inclusion criteria examining these two groups were identified by the literature search.