Literature Search Skills Research Articles

The information milieu of remote sensing: an overview

Purpose – This paper aims to provide an overview of issues relevant to scientific information literacy within the context of the remote sensing, a cross-cutting scientific discipline. The authors examine the range of sources of scientific information, trends in publishing and the characteristics of scholarly articles in the field of remote sensing. They focus on challenges in finding and using information, as well as current trends and emerging issues. Design/methodology/approach – Issues pertinent to teaching information literacy and particularly remote sensing research and lifelong learning are reviewed, drawing on the knowledge and experience of the authors, as well as published resources. Findings – The large and increasing volume of publications in remote sensing suggests that professionals in this field require a contextual understanding of knowledge production and dissemination in remote sensing, as well as specific literature search skills. Research limitations/implications – Just as for the field of remote sensing, scientific knowledge dissemination is changing rapidly. The full implications of electronic publications have probably not yet been realized in remote sensing, but have already changed the landscape considerably. In particular, open-access publications may have significant implications for both scholars and libraries. Practical implications – This paper will be useful to information professionals, including librarians, who will benefit from a deeper understanding of remote sensing literature and how remote sensing information is produced, stored and disseminated. This knowledge is essential for teaching remote sensing students advanced information literacy skills. Originality/value – Librarians, as well as educators and professionals in the field of remote sensing, require information on the context of remote sensing knowledge production and dissemination as a key component of information literacy. A review of the literature did not reveal current treatment of information literacy in the field of remote sensing.

Approach to Academic Detailing as a Hospital Pharmacist

In 2012, a new medical fee system was introduced for the clinical activities of hospital pharmacists responsible for in-patient pharmacotherapy monitoring in medical institutions in Japan. The new medical system demands greater efforts to provide the most suitable and safest medicine for each patient. By applying the concept of academic detailing to clinical pharmacists' roles in hospitals, I present drug use evaluation in three disease states (peptic ulcer, insomnia, and osteoporosis). To analyze these from multiple aspects, we not only need knowledge of drug monographs (clinical and adverse drug effects), but also the ability to evaluate a patient's adherence and cost-effectiveness. If we combine the idea of academic detailing with a clinical pharmacist's role, it is necessary to strengthen drug information skills, such as guideline or literature search skills and journal evaluation. Simultaneously, it is important to introduce new pharmaceutical education curriculums regarding evidence-based medicine (EBM), pharmacoeconomics, and professional communication in order to explore pharmacists' roles in the future.

Integration of PBL cases into gross anatomy laboratory experiences followed by a modified TBL formative assessment: pedagogy using the best of both worlds

A hybrid curriculum consisting of PBL, small group learning, didactics and laboratory activities often lack pragmatic continuity of educational experiences. In this study, we ascertained student opinions of PBL integration with gross anatomy lab sessions covering topics of the head and neck, thorax, abdomen and pelvis. Student anatomy teams in 2010 were asked to answer PBL integration questions at the end of 5 (of 8) lab sessions. Eleven 1st year student volunteers participated in a 1‐hr semi‐structured focus group to assess the experience. Proceedings were recorded (students’ identification was anonymous) and transcribed. Students expressed that 1) PBL was an important feature of the overall curriculum, helpful for learning lecture material in greater depth, and essential for achieving active and critical learning, teamwork, and literature search skills; and 2) a didactic approach to integration questions throughout lab exercises with a discussion of the answers at the end of lab, and standardized instruction by tutors on follow‐up PBL sessions would be very helpful to their experience. Based on this feedback, we are currently repeating the study in 7 similar laboratory sessions, this time adding a modified TBL component for formative assessment. We discuss the evolution of anatomy pedagogy from a stand‐alone course to a fully integrated foundational experience in our medical curriculum.

An Evidence-based Medicine Elective Course to Improve Student Performance in Advanced Pharmacy Practice Experiences

To implement and evaluate the impact of an elective evidence-based medicine (EBM) course on student performance during advanced pharmacy practice experiences (APPEs). A 2-hour elective course was implemented using active-learning techniques including case studies and problem-based learning, journal club simulations, and student-driven wiki pages. The small class size (15 students) encouraged independent student learning, allowing students to serve as the instructors and guest faculty members from a variety of disciplines to facilitate discussions. Pre- and posttests found that students improved on 83% of the core evidence-based medicine concepts evaluated. Fifty-four APPE preceptors were surveyed to compare the performance of students who had completed the EBM course prior to starting their APPEs with students who had not. Of the 38 (70%) who responded, the majority (86.9%) agreed that students who had completed the course had stronger skills in applying evidence-based medicine to patient care than other students. The 14 students who completed the elective also were surveyed after completing their APPEs and the 11 who responded agreed the class had improved their skills and provided confidence in using the medical literature. The skill set acquired from this EBM course improved students' performance in APPEs. Evidence-based medicine and literature search skills should receive more emphasis in the pharmacy curriculum.

Information needs of the ‘frontline’ public health workforce

To explore the information needs of the 'frontline' public health workforce, whether needs are being met and barriers to meeting needs. A qualitative research study using in-depth semi-structured interviews. A qualitative study, comprising eight semi-structured interviews, was conducted with one representative of each of eight categories of frontline public health professional (children's centre manager, community development worker, community midwife, district nurse, health visitor, community pharmacist, practice nurse and school nurse) to determine their public health role, information needs and barriers to meeting needs. Interviews were tape-recorded and data were analysed to identify themes for each category and common themes. Respondents expressed similar needs, some of which could be met by a dedicated library and knowledge service, given adequate funding, and some of which need input from management. The library could supply: news bulletins and up-to-date information, especially local information; targeted local websites and databases; training in literature-searching skills, basic information technology (IT) skills and critical appraisal; course and work support, with access to local library facilities; a literature search support service; signposting, with a named library contact; and access to information for patients. Management input is required to remedy basic structural barriers, including: lack of IT equipment and training; lack of time to access information; lack of funding for courses and professional development; and lack of communication of information from higher levels. Some information needs can be met by improvements and widening of access to library services, which may need increased funding. However, some barriers to meeting information needs require action elsewhere in the public health management structure. Changes need to be made in communication of public health strategy, and engagement needs to be improved between higher managerial levels and the frontline workforce.

Using a Blog to Engage Students in Literature Search Skills Sessions

Using a Blog to Engage Students in Literature Search Skills Sessions

Eight Years of Specialist Training of Dutch Intellectual Disability Physicians: Results of Scientific Research Education

AbstractTraining in scientific research methods and skills is a vital part of Dutch specialist training in intellectual disability medicine. The authors evaluated results of such training at one Dutch university medical facility that had an obligatory research program involving projects conducted by the physicians‐in‐training (topics, teamwork, acquired competencies, and products). Since 2000, 28 research projects were started, and 24 of them were completed by teams made up of two to five trainees. Project topics included syndrome‐related comorbidity (n = 8), lifestyle (n = 2), specific medical conditions (n = 5), diagnostic methods (n = 5), and care by intellectual disability physicians (n = 8). Sixteen of the study designs were cross‐section observational, five were retrospective file reviews, one dealt with instrument development, three were qualitative, and three were literature studies. Structured exit evaluation interviews with 57 trainees (20 teams) showed that teamwork was appreciated positively by 17 of the teams, negatively by one, and mixed by two teams. While skills in literature search were reported as competencies present prior to the specialist training, additional basic scientific competencies were reported as acquired or improved by over 50% of trainees (including translating clinical into research questions, literature appraisal, protocol writing, data collection in the field, data entry, critical–analytical competency, and dealing with feedback and criticism). Trainee end products include 16 written reports, three journal articles in Dutch‐language publications, eight articles in international journals, and 14 international congress presentations/publications.

Knowledge to action: Scholarship for faculty and staff

This study was undertaken to evaluate the influence of a continuing education course in facilitating the development and implementation of educational projects of course participants. This is a case study evaluating a full-year course that consisted of 11 monthly seminars, each 4 hours in length, including practice in a computer laboratory. The class size was limited to 12 participants. Needs-assessment surveys at the beginning of the course, student evaluations, and midterm and final progress reports were analyzed. Seven staff physicians, 3 clinical fellows, a nurse educator, and a research assistant enrolled in the course. Initial needs-assessment surveys indicated that most people had adequate computer skills-11 (90%)-but only 2 (17%) were able to type well, 11 (90%) had no statistical knowledge, and 10 (83%) had limited literature-searching skills. The mean score on speaker evaluations for lectures was 4.5 on a scoring scheme of 1-5 where 1 was poor and 5 was outstanding. Ten participants (83%) had a complete proposal for an educational project written by midterm. Nine participants applied for external grants and 2 of them received external funding for their projects. Five participants (42%) completed a publishable educational project by the end of the 11-month course, and submitted it for presentation at scientific meetings. Like many adults, health care professionals experience limited time for involvement in formal education. This study shows that a limited-time-commitment course could facilitate health care professionals to develop and successfully implement educational projects translating ideas into action.

The theory-practice gap: ECMO research example

The time taken for research findings to enter clinical practice can be very lengthy. A contributing factor is the time lag between the research literature identifying the issue, and medical and nursing texts discussing it. The example of ECMO (Extracorporeal Membrane Oxygenation) is used to examine this issue, specifically the extent to which relevant nursing journals and textbooks discuss the effects of ECMO on medication. A systematic review of papers identifying the problem (pharmacokinetics in ECMO patients) and the dissemination of this to clinicians was undertaken. Publications used by those exploring the problem were most likely to be found in Medline, and those disseminating to nurses in CINAHL. Textbooks on neonatal nursing and paediatric intensive care with sections on ECMO were also explored. There are several studies that show drug delivery is altered in patients receiving ECMO, dating back to 1989. Only three papers likely to be accessed by clinicians were found to address the effect of ECMO on drug delivery. Two of the textbooks addressed these issues but it took eight years from the issue being first raised to any medical or nursing text discussing it. Nurses will most likely not be aware of the latest research in their area if they rely on textbooks. Advanced education that gives critical appraisal and literature-searching skills, such as found in master's courses, should help the clinical nurse employ evidence based practice.

Case-based approach for improving student MEDLINE searches

Context and setting Since Fall 2003, Year 1 and 2 medical students at the University of Louisville have participated in interdisciplinary clinical case (ICC) sessions, with teams of 12–14 students meeting bi-weekly all year. The same clinician facilitates each team throughout the pre-clinical years. All teams work simultaneously on the same case with their facilitators. Reinforcing understanding of basic sciences through clinical applications is a central goal. Two of the ICC cases, 1 for Year 1 and another for Year 2, introduce students to searching MEDLINE. Why the idea was necessary Evidence indicates that information literacy skills among residents and attending doctors vary widely, but are poor overall. Concurrently, new knowledge is rapidly accumulating in the medical literature. Effective searching skills are essential to ensure that doctors provide high-quality patient care. As students advance beyond Year 2, formal opportunities for this training diminish. The ICC sessions were developed to ensure planned redundancy of literature-searching skills (Years 1 and 2) with a patient's case central to the process, concordant with adult learning theory. This is to prepare students for their clinical years, in recognition that their literature needs will dramatically increase as they begin treating patients during Years 3 and 4 of the curriculum. What was done Students were given pre-assigned readings introducing the logic and technique of searching the MEDLINE database. Meanwhile, faculty members refreshed their MEDLINE skills through an online tutorial and consultation with medical librarians. The Year 1 case required students to diagnose a patient with a retropharyngeal abscess; the Year 2 case required students to both diagnose and establish a treatment strategy for a patient presenting with liver failure. Students searched MEDLINE to find articles to answer the clinical questions presented in their respective cases. Students e-mailed search strategies to medical librarians for critique. During class, ICC faculty reviewed students' work and librarians circulated among the teams to provide further searching instruction. Evaluation of results and impact At the conclusion of all ICC sessions, teams completed a short-answer quiz. A question on both session quizzes was: ‘Describe what a MeSH term is and how it helps you to refine a search using [MEDLINE] OVID.’ Of the 24 teams, 22 received full credit on this question. Answers were consistent among teams. This is an example: ‘MeSH is the Medical Subject Heading term. This improves your search strategies because… it provides a common language for health care professionals. You can get to a list of terms and add the ones that are relevant to your search. For example, … putting in “sore throat” does not get the same results as “pharyngitis”.’ Librarians found that students used poor search techniques, did not understand Boolean logic, and overwhelmingly chose online article availability over article content, even if it resulted in not finding an article and failing the assignment. This indicates that although students may grasp the concept of MeSH terms, they do not understand searching logic and technique, that online convenience outweighs article quality, and that more thorough, formalised information literacy training is required.

A Controlled Comparison Study of the Efficacy of Training Medical Students in Evidence-Based Medicine Literature Searching Skills

Many educational programs seek to develop skills in evidence-based medicine (EBM). The authors examined the efficacy of teaching the EBM skill of efficiently searching the research literature. They compared students who received brief training in EBM searching skills with those who did not, and assessed the quality of literature searching one month after that training. The authors used a nonrandomized control group study design to quantify the impact of a single, brief (two-hour) instructional intervention on EBM-based techniques for searching Medline for evidence related to a clinical problem provided to the students. Ninety-two fourth-year medical students (34 intervention, 58 control) at the University of Michigan participated in a four-week EBM elective between 2001 and 2003. The authors conducted a pre-intervention assessment of searching skills, followed by a repeat assessment one month after the intervention. Search quality was judged by medical librarians using a structured clinical scenario and scoring algorithm. Data for 30 intervention and 40 control students could be analyzed. Intervention students had fewer search errors and correspondingly higher quality searches than did control students. The educational intervention accounted for approximately 8% of the variance in both of these outcomes. The most common search errors were a lack of Medical Subject Headings (MeSH) explosion, missing MeSH terms, lack of appropriate limits, failure to search for best evidence, and inappropriate combination of all search concepts. This study provides evidence that a single, brief training session can have a marked beneficial effect on the quality of subsequent, short-term EBM literature searching performance outcomes.

Sole searching—wasting our time?

Sole searching—wasting our time?

Preparing entry-level practitioners for evidence-based practice

The authors report on a collaborative instructional method used to prepare entry-level practitioners with strategies for systematically employing an evidence-based practice process as an approach to clinical inquiry, while acknowledging the students' shortage of clinical experience and knowledge of critical appraisal. Challenges to evidence-based practice can be categorized as difficulties in obtaining evidence, analyzing evidence, and transferring evidence into practice decisions. For student occupational therapists, additional challenges are encountered as they seek to fill gaps in their knowledge about client-centred occupational therapy (OT) practice, acquire necessary background information regarding clinical conditions, and formulate a clinical question. Students need to develop literature search skills and learn effective strategies to locate appropriate information to answer the clinical question. This paper will encourage OT faculty to begin a dialogue with librarian colleagues at their institution to develop an evidence-based approach to the teaching of both the clinical inquiry and the literature search process.

Effectiveness of training health professionals in literature search skills using electronic health databases--a critical appraisal.

The objective was to assess the effect on health professionals' skills of one to eight hours literature search and retrieval training from electronic health databases. We searched: Cochrane library (2002; Issue 3), MEDLINE (1977-2002/5), EMBASE (1980-2002/7); CINAHL (1982-2002/5); ASSIA (1982-2002/7), BNI (1994-2002/5), ERIC (1985-2002/6); LISA (1969--current), NRR (2002, Issue 2), the world-wide-web and references. The selection criteria consisted of randomised controlled trials, controlled before and after, and controlled cohort studies in comparison with no training. The intervention had to be one to eight hours training in literature search and retrieval skills for health professionals. The outcome was the effect on health professionals' literature search and retrieval skill levels measured through reliable instruments. For data collection and ana-lysis, one reviewer extracted data and assessed the quality of the studies and the second reviewer checked it. The results indicate that there is some evidence of positive impact on health professionals' skill levels in literature searching and they find the training useful. In conclusion, the size of the positive effect is debatable as only three small and methodologically weak studies met the inclusion criteria and out of those only two showed the positive effect.

An Elective Course on Writing and Publishing a Review Article

In effort provide an opportunity for talented and motivated pharmacy students to learn about publishing a scientific review article, Temple University Pharmacy (TUSP) initiated an elective titled Writing and Publishing a Review Article”. It soon that almost all of the students who enrolled in the elective had the scientific acumen, literature-search skills, and the motivation to go beyond just learning about the process and to actually try to publish a paper. As a result, the course now has as a stated goal the writing and submission of a manuscript to a peer-reviewed journal. Since its inception in 1997, a total of 39 students have taken the course. To date 38 students, working in teams, have had 11 papers published in peer-reviewed journals.

Finding Evidence: Refining Literature Searching Skills for the Advanced Practice Nurse

With increasing interest in evidence-based healthcare, nurses are finding the need to improve skills in locating current, valid evidence to support clinical practice. Because of the holistic nature of nursing, gathering evidence requires searching a variety of sources within many different scientific disciplines. The diverse nature of this task requires effective skills for finding information from both print and electronic sources. This article identifies informational databases available to advanced practice nurses, reviews search terminology, and suggests practical strategies for successful database searches in support of evidence-based practice.

Use of Competency-Based Experiential Instruction to Introduce Literature-Searching Skills to Pharmacy Orientation Students

Use of Competency-Based Experiential Instruction to Introduce Literature-Searching Skills to Pharmacy Orientation Students