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OOrientation
Supporting Evidence-based Education & Supporting Evidence-based Education & Research via the E-learning Platform: Research via the E-learning Platform: a Curriculum-integrated Approacha Curriculum-integrated Approach
Julia L.Y. Chan
Medical Librarian
Branch Libraries Services Team Leader
Yu Chun Keung Medical Library
University of Hong Kong
Hong Kong, China
OOrientationUniversity of Hong Kong
OOrientation
• Founded in 1911 • Oldest tertiary institution in Hong Kong
LKS Faculty of Medicine• Founded in 1887 as the Hong Kong
College of Medicine for Chinese • Accorded the position of premier Faculty
when the University was opened in 1912
University of Hong Kong
OOrientationLKS Faculty of Medicine
OOrientationYCK Medical Library
OOrientation
• Departments: 17 • Institutes & Centers: 18• School of Chinese Medicine
• Teaching staff: 228 full-time • Honorary teachers: 2,000 (doctors in
public hospitals / private practitioners)• Students: 2,484
Faculty of Medicine (1)
OOrientation
• Undergraduate program: 5 years
• Pre-clinical: 2 years
• Clinical clerkship: 3 years
Faculty of Medicine (2)
OOrientation
• Hybrid – PBL, lectures, practicals
• Integrated – interconnections between: • different fields of knowledge • functions of organ systems of the body• essential elements of basic science • clinical practice
Undergraduate curriculum (1)
OOrientation
Undergradate curriculum (2)
OOrientation
• Nov 1995 - Faculty workshop on medical education - need for change, moved towards integrated and problem-based teaching
• Feb 1996 - International workshop on “New Innovation in Medical Education”
• 1997/98 - new medical curriculum commenced
EBP Curriculum
OOrientation
• Invited to Faculty Teaching Quality Committee
• Participated in Faculty-based Curriculum Review & Teacher Training Project
• Participates in medical informatics curriculum
• Offers curriculum-related evidence-based training to medical & nursing students
Role of Medical Library
OOrientation
12
Role of Medical Library Information Literacy Program
OOrientation
• Students become more independent
• More self-directed
• More self-discipline
Web-enhanced Learning – Thiele (2003)
OOrientation
• Online content and activities can augment student learning
• Simple online tasks incorporated into the program will increase IT literacy skills & confidence in use of internet resources
Web-enhanced Learning – Creedy (2007)
OOrientation
• Ease of access to information
• Flexibility to learn at own pace
• Support learner-centered approach
• Create learning communities - opportunity for peers to connect, share information, and collaborate on coursework
Web-enhanced Learning – Billings (2003)
OOrientation
• Absence of visual cues - inability to view face-to-face, nonverbal aspects of communication
• Loss of personal interaction with instructors and peers
• Sense of isolation - reduced opportunities for socialization
• Problems with hardware, software, or Internet connectivity
Web-enhanced Learning – Billings (2003)
OOrientation
Economic & resource factors• Reduce overhead
• Manage ever increasing student numbers
• Flexibility in the provision of continuing education development
• Improve accessibility and quality of learning materials
• Produce efficiencies in lecturing time, room bookings and administration cost
Web-based / enhanced Learning – Kenny (2000)
OOrientation
• Commenced approx. 4 years ago
• Enhance traditional methods of course delivery
• Students retain regular contact with teaching staff
Dept of Community MedicineWebCT enhanced learning (1)
OOrientation
• Course syllabus
• Lecture notes
• Videos
• Quizzes
• Forum for comments/suggestions
Dept of Community MedicineWebCT enhanced learning (2)
OOrientation
• Collaborate with Dept of Community Medicine
• Integrate information literacy skills into the curriculum within the course management system (WebCT)
Library Initiatives (1)
OOrientation
• To investigate learning effectiveness in the e-learning environment
• To test/ assess feasibility, appropriateness, efficacy of the new educational technique
• To facilitate timely, efficient use of resources – ‘just-enough-just-in-time’ information within the course management system
• To promote student’s information seeking & life-long learning behavior
Library Initiatives (2)Objectives
OOrientation
• Introduction to library services, facilities, resources
• Basic & advanced library catalogue search
• Access to e-resources via the Library Web page
Library Workshop Searching for Evidence - Basic Skills 1
OOrientation
• Research process• Topic analysis: identify keywords &
synonyms• PubMed/ Ovid Medline search features
& strategies• Precise searching using MeSH • Compile and manage a bibliography
Library Workshop Searching for Evidence - Basic Skills 2
OOrientation
• Training on Core EBM databases (Cochrane Library, Clinical Evidence, ACP Journal Club ..)
• Research methodology filters to identify EBM articles – Medline (clinical queries, etc.)
• Strategies to find information to answer clinical questions
• WWW resources and search engines• Critical assessment of quality of resources
Library Workshop Searching for Evidence - Advanced Skills 1
OOrientation
Introduce EBM cycle, PICO elements Strategies to formulate clinical questions
& search for evidence 8 case-based exercises Help via email
Library Workshop - interventionSearching for Evidence – WebCT
OOrientation
• Case-based exercise to test the students’ acquired knowledge
• Presentation of the exercise
• Librarian to provide clarification & misunderstanding
Library Workshop Searching for Evidence - Advanced Skills 2
OOrientation
• EBM resources: e-journals, databases, books/ebooks, evaluated websites, guidelines …
• Medical Library homepage• Online catalogue• Tutorials/ video tutorials
Library Resources in WebCT
OOrientation
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1. Aspirin & prevention of heart attack2. Breast cancer screening3. High cholesterol & heart attack4. Antibiotics & common cold5. Hormone replacement therapy & breast cancer6. Prostate cancer screening7. Quit smoking / nicotine patch8. DOT & tuberculosis
Practices
OOrientation
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Pre- & post-test
• Identify the PICO element• Formulate clinical questions• Search for evidence• Retrieve appropriate evidence
Evaluation – Quantitative (1) scores / grades
OOrientation
Questionnaire - 5-point Likert scale
• Usefulness• Satisfaction• computer literacy• perceived support• effectiveness of educational intervention
Evaluation – Quantitative (2)
OOrientation
Focus Group
• Students’ experience of library workshop/ tutorial
• Views of the teaching method (usefulness, content, modes of delivery …)
• Views of modes of learning (length of program, knowledge and skills to be attained, applicability to their study)
• What would they like to include in the program• Strengths and weaknesses of the program
Evaluation - Qualitative
OOrientation
OOrientation
Extend the initiative of evidence-based approach in information literacy programs to other faculties
• Nursing EBP curriculum• E-health literacy course for HKU
students
Goal
OOrientation
Online platform (WebCT)
• Case studies• Use problem-based learning approach• Facilitate students to search for
reliable health information based on case scenarios
E-Health Literacy - key component
OOrientation
• Inline with HKU new four-year undergraduate curriculum’s Action Plan – underlying theme – transforming student learning
• Promote increased flexibility in the delivery, participation and modes of learning (visual, aural, tactic) in the curriculum reform
• Promote information technology in education
Goal - University-wide (1)
OOrientation
• Encourage students to develop self-directed learning through active participation & conceptualization of learning using the problem-based approach
• Extend the initiative of evidence-based approach in information literacy programs via the e-learning platform across discipline boundaries to other faculties in the university - benefiting all students, staff and the entire learning community
Goal - University-wide (2)
OOrientation
Questions ?Questions ?
Thank youThank you