Integrating Informatics Competencies into the Curriculum at TCOM

Daniel E. Burgard, MSLIS, AHIP

Catherine Rhodes, MLIS

June 2005

Informatics in the Curriculum

•Orientation

•Year 1

•Year 2

•Years 3 & 4

•Residencies

Clinical Skills Clerkship

•2 weeks

•MS III

•Problem-based scenario

•Pre- and post-test

•Competencies

Objectives

• Improve students’ search skills

• Improve librarians’ teaching

•Assess PBL as learning model

Competencies

•Ability to . . .• recognize info need• construct an effective search query• select appropriate database• use search interface effectively• manipulate and retrieve search results

Measures

•Set combination

•Explode vs focus

•Limiting results

•MeSH specificity

•Using MeSH

Measures

•Searching with MeSH vs. keyword

•MeSH as main point

•Emailing results

•Search history with results

•Saving search for later

Problem-based Learning

•Problems arising from typical situation

•No up-front instruction

•Scenario creates a learning situation

•Build knowledge from problem solving

Learning Activities

•Search scenario• 3 sequential segments

•MEDLINE review

•Pre- and post-test

Search scenario

•Three part, timed release

•MEDLINE searching (Ovid)

•Patient ed searching

•Email results to librarian• Include search history

Scenario Excerpt

Scenario Excerpt

Review Session

• Instruction after scenario searching

•Proper methods of searching MEDLINE and locating reliable patient education information

• Common searching mistakes • Demonstration of correct techniques

Terminology Problems

No Explode - 7

Explode - 52

Big difference in retrieval for emotions.

Not Exploding = Missed Articles

Combination Problems

Psa and Mass Screening = 103

Combination Problems

Ovid MEDLINE requires boolean operators

Combination Problems

Talking nice to Ovid MEDLINE doesn’t help.

The Single Best Starting Point for Patient Education Info

MedlinePlusmedlineplus.gov

“Healthy” Web Sites: Evaluation

•Criteria:• Currency• Credentials• Content• Disclosure• Privacy/security

•Accreditation/Seal of Approval

Awards

Holding it Together in the Face of Adversity Award

Pre- and Post-Test

•Self-reported search knowledge survey

•Anonymous numbers

•Linked to actual search performance

•Camtasia

Camtasia

•Records screen activity

•User initiated

•Opt out

•Librarian review

•Counterpoint to self-reported skill

Camtasia Sample

Observed performance

MEDLINE Test SearchWhat is the evidence for preferring watchful waiting over the use of antibiotics for treating otitis media in pediatric populations?

-- search for articles where “antibiotics” is a main focus

-- articles must be in English

-- save your search temporarily on

Ovid to re-run later

Pre-Test

Post-Test

Areas of improvementhow to include search history in email

1.46 2.96 1.5

importance of MESH headings 1.66 2.91 1.25

how to find patient ed materials 1.70 2.93 1.23

how to add comments to email 1.45 2.66 1.21

use MESH headings 1.75 2.90 1.15

how to email results 1.83 2.96 1.13

difference between and/or 1.82 2.86 1.04

Pre Post Diff

Results

•Perceived competence higher than demonstrated competence

• Initial perception of the level of their searching skills was greater than performance of those skills for the sample search.

• The pre-survey perceptions = post-intervention observed performance

•PBL is effective• The intervention was effective in raising:

• self-reported knowledge • demonstrated skills

•Students and librarians like PBL

However . . .

After the intervention . . .

Students believed that their searching skills had improved to a far greater extent than what was actually demonstrated in the second search attempt post-intervention.

Student Feedback

• Most useful: • Searching on own with

final review session• Real-life scenario• Repetition of skills

required by time-released case

• Least useful:• Lack of initial

instruction• Busywork• Nothing—all was

useful

Conclusions

•Students have limited ability to judge their own MEDLINE skills

•Problem-based learning raises both perceived and actual searching skill levels.

Conclusions

•Librarians should continue to instruct students in MEDLINE and to refine their teaching to help close the gap between perceived and actual skills.

References

• Problem-based learning• Eshach H. et al. From case-based reasoning to problem-based learning. Academic Medicine. 78(5):491-6, 2003 May.

• Wood DF. Problem based learning. [Review] BMJ. 326(7384):328-30, 2003 Feb 8

• Camtasia: http://www.techsmith.com/

Contact

• Dan Burgard – dburgard@hsc.unt.edu

• Cathy Rhodes – crhodes@hsc.unt.edu

• 817-735-2070

• Gibson D. Lewis Health Science Library

• 3500 Camp Bowie Boulevard

• Ft. Worth, TX 76107