TRANSFORMING LEARNING: INTEGRATING EVIDENCE-BASED PRACTICE AND INFORMATION LITERACY SKILLS IN TEACHING PHYSICAL AND OCCUPATIONAL THERAPY STUDENTS
Jill Boruff, MLIS
Aliki Thomas, PhD, OT (c), erg.
School of Physical and Occupational Therapy
CONTEXT
Liaison model implemented in 2007
New professional Master’s programs in physical therapy and occupational therapy in 2007-2008
Ideal instructional context and environment for collaboration with faculty
Jill Boruff, [email protected]
Life Sciences LibraryMcGill University
CONTEXT
COURSE: POTH 250 Health Care Delivery 45-minute lecture on library resources traditionally in this
course All physical therapy and occupational therapy first year
undergraduates Dr. Aliki Thomas approached me to offer lecture and
workshop in this course.
Jill Boruff, [email protected]
Life Sciences LibraryMcGill University
INSTRUCTIONAL ACTIVITIES
90 minute lecture 90 minute workshop 1 searching assignment worth 10% of their final mark
Jill Boruff, [email protected]
Life Sciences LibraryMcGill University
GOAL OF OUR COLLABORATION
To provide introductory knowledge and skills in steps 1 and 2 of the EBP process so that students might begin to emulate it
Jill Boruff, [email protected]
Life Sciences LibraryMcGill University
EVIDENCE-BASED PRACTICE AND INFORMATION LITERACY
Formulating the clinical question
Searching the Evidence
Appraising the Evidence
Incorporating evidence into decision-making
Evaluating the Process
The information literate student accesses needed information effectively and efficiently.
The information literate student determines the nature and extent of the information needed.
Formulating the clinical question
Searching the Evidence
Information Literacy Competency Standards for Higher Education. http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf
INFORMATION LITERACY STANDARDS: A CONNECTION WITH EVIDENCE-BASED PRACTICE
EBP Step 1: Formulating a clinical question
Information Literacy Competency Standards for Higher Education. http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf
Standard one: The information literate student determines the nature and extent of the information needed.
Learning activities
Explores general information sources to increase familiarity with the topic
Knowing general library resources: catalogue, dictionary, textbook, databases
Identifies key concepts and terms that describe the information need
Choosing concepts from basic case scenarios
Recognizes that knowledge can be organized into disciplines that influence the way information is accessed
Learning about health sciences databases like MEDLINE and CINAHL
EXAMPLE ACTIVITY FROM LECTURE: IDENTIFYING RESOURCES
Type of resource Example When to use this type of resource
Library Catalogue McGill Library Catalogue To discover what books and journals McGill has; To locate a book in the library; To locate the full text of a journal article.
Dictionary Mosby's Dictionary of Medicine, Nursing, & Health Professions
To find the definition to unfamiliar terms
Textbook Harrison’s Principles of Internal Medicine
To find an in-depth description of a general topic; to find the overview of a topic
Article Database MEDLINE To find journal articles on a specific topic
EXAMPLE CASE SCENARIO
Sara is a 75 year old who recently had a stroke and is having trouble using her left arm. The therapist who you are observing asks you to investigate the possibility of using virtual reality to improve Sara’s arm function.
INFORMATION LITERACY STANDARDS: A CONNECTION WITH EVIDENCE-BASED PRACTICE
EBP Step 2: Searching the Evidence
Standard two: The information literate student accesses needed information effectively and efficiently.
Learning activities
Identifies keywords, synonyms and related terms for the information needed
Understanding the differences between MeSH versus keyword
Constructs a search strategy using appropriate commands for the database selected
Learning about Boolean searching, subheadings, limits in Ovid MEDLINE
Assesses the quantity, quality, and relevance of the search results to determine whether alternative databases or investigative methods should be utilized
Finding relevant articles that answer the original case scenario
Information Literacy Competency Standards for Higher Education. http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf
EXAMPLE LECTURE ACTIVITY: SUBJECT HEADING AND KEYWORD EXAMPLES
The MeSH Neoplasms searches for articles that talk about:CancerTumorTumourNeoplasmNeoplasms
There is no MeSH for constrained induced movement therapy so you must search:“constraint induced movement therapy” as a keyword.
Medical Subject Headings (MeSH) Keywords
Jill Boruff, [email protected]
Life Sciences LibraryMcGill University
Your case scenario:Mr. Johnson is a 44 year old car mechanic with chronic back pain due to a herniated disk sustained 7 months ago. He has decided to go to a private clinic for treatment. His therapists are considering using TENS (transcutaneous electrical nerve stimulation) to alleviate the pain.
Question 1: What are the main concepts of this case?
Jill Boruff, [email protected]
Life Sciences LibraryMcGill University
Your case scenario:Mr. Johnson is a 44 year old car mechanic with chronic back pain due to a herniated disk sustained 7 months ago. He has decided to go to a private clinic for treatment. His therapists are considering using TENS (transcutaneous electrical nerve stimulation) to alleviate the pain.
Question 2:For each concept, please find the appropriate Medical Subject Heading or limit. If there is no MeSH for a concept, please list possible synonyms to search for the concept.
Jill Boruff, [email protected]
Life Sciences LibraryMcGill University
Your case scenario:Mr. Johnson is a 44 year old car mechanic with chronic back pain due to a herniated disk sustained 7 months ago. He has decided to go to a private clinic for treatment. His therapists are considering using TENS (transcutaneous electrical nerve stimulation) to alleviate the pain.
Question 3:Go into Ovid Medline and design a search strategy to retrieve references to relevant articles for your case scenario.
Choose five relevant articles
Jill Boruff, [email protected]
Life Sciences LibraryMcGill University
Your case scenario:Mr. Johnson is a 44 year old car mechanic with chronic back pain due to a herniated disk sustained 7 months ago. He has decided to go to a private clinic for treatment. His therapists are considering using TENS (transcutaneous electrical nerve stimulation) to alleviate the pain.
Question 4:Find the full text of one of the five relevant articles that you found.
Jill Boruff, [email protected]
Life Sciences LibraryMcGill University
Jill Boruff, [email protected]
Life Sciences LibraryMcGill University
STUDENT MARKS -- 2010
5
6
7.5
8
8.5
9
9.5
10
3
1
1
4
8
14
42
38
Number of students
Poin
ts o
ut o
f 10
N = 104
Jill Boruff, [email protected]
Life Sciences LibraryMcGill University
6.5
7.5
8
8.5
9
9.5
10
4
4
3
7
19
21
42
Number of students
Poin
ts o
ut o
f 10
STUDENT MARKS -- 2011
N = 101
OBSERVATIONS ON THE ASSIGNMENT
Increased confidence in building searches and finding results Problems using limitsMisunderstanding difference between MeSH and keywords
Jill Boruff, [email protected]
Life Sciences LibraryMcGill University
BENEFITS OF OUR COLLABORATION Early exposure to Evidence-Based Practice and information literacy
concepts promotes the development of baseline knowledge and skills upon which students can build during their remaining years in the professional programs
Inter-professional collaboration between faculty with discipline-specific knowledge and librarians with information literacy expertise allows for a more comprehensive and targeted design of course content and assignments
Physical therapy and occupational therapy professional programs benefit from the integration and evaluation of information literacy concepts in tandem with Evidence-based Practice skills
Jill Boruff, [email protected]
Life Sciences LibraryMcGill University
FUTURE PLANS
Revaluate placement and/or design of assignmentAssess third year students for long-term retentionRevise third year information literacy workshop to reflect skills already taught in the first year
Jill Boruff, [email protected]
Life Sciences LibraryMcGill University