A Centralized Practice-Based Learning and Improvement Curriculum for Residents and Fellows: A Collaboration of Health Sciences Librarians and Graduate Medical Education Administration

By Bradley, Doreen R.; Rana, Gurpreet K. et al. | Journal of the Medical Library Association, April 2010 | Go to article overview

A Centralized Practice-Based Learning and Improvement Curriculum for Residents and Fellows: A Collaboration of Health Sciences Librarians and Graduate Medical Education Administration


Bradley, Doreen R., Rana, Gurpreet K., Lypson, Monica L., Hamstra, Stanley J., Journal of the Medical Library Association


INTRODUCTION

Health sciences librarians have been involved in the education of medical residents and fellows for many years, traditionally providing orientation to library resources or refreshers on MEDLINE searching [1-4]. With the increased focus on evidence-based medicine (EBM) in residency education, health sciences librarians have found a natural partnership in teaching EBM search skills in the postgraduate curriculum [512]. However, even with EBM opening the door for increased librarian instruction, the level of librarian involvement in residency education varies greatly by institutional or departmental interest, institutional culture, program directors, librarian expertise, and marketing techniques.

In 2002, the Accreditation Council on Graduate Medical Education (ACGME) mandated the use of outcomes assessment in ACGME-accredited programs. One area of particular interest to librarians was the practice-based learning and improvement (PBLI) competency, which included information-searching and -management skills. Specifically, PBLI competencies include "the ability to locate, appraise, and assimilate evidence from scientific studies related to their patients' health problems and to use information technology to optimize learning," as well as other competencies related to lifelong learning [13]. Teaching and evaluating PBLI is challenging for many graduate medical education (GME) programs because it includes competencies in areas many medical school faculty do not possess expertise in and may themselves be in need of skill development [14-18]. In addition, few tools have been developed to measure resident learning in this area [17, 19, 20].

CREATION OF AN INNOVATIVE PARTNERSHIP

Over the past seven years, librarians at the University of Michigan (UM) Health Sciences Libraries (HSL) have had moderate success in partnering with several GME (residency) programs on a department-bydepartment basis. In general, it took several years to establish credibility before these partnerships began to flourish. Despite this integration, most programs remained unaware of how librarians were helping meet the ACGME competencies and could share their expertise. The librarians, too, focused on coordinating instruction in individual departments, with no broadscale approach in instruction.

DEVELOPMENT OF AN INFORMATION SKILLS CURRICULUM

With the goal of increasing collaboration in resident education, two HSL librarians and the assistant and associate deans of GME reviewed the manner in which instructional librarians were participating in GME programs. Through multiple meetings, the librarians and the assistant dean of GME decided to pursue a modular approach to instruction in information skills. A curriculum and evaluation tools were discussed that would allow the GME programs to meet, teach, and eventually evaluate residents in the ACGME competencies, in particular PBLI. This curricular development would also aid in ensuring the sponsoring institution requirements were met. The curriculum was based on prior teaching requests in GME programs, the new PBLI competency requirement, librarian expertise, and faculty input.

Using a team approach that captured each librarian's expertise and created a sense of ownership, the HSL librarians developed the description, content, and learning outcomes for each module. This iterative process led to many constructive discussions of what is taught, how it is taught, and what best promotes lifelong learning among clinicians. This process also allowed the librarians to take a more objective look at instruction, perhaps much more critically than in the past. Through this process, the librarians achieved consensus on each instructional module.

Although the HSL librarians have very different teaching styles and are encouraged to build on their strengths, it was essential that the core content remains consistent and the modular approach to GME instruction facilitate this consistency. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

A Centralized Practice-Based Learning and Improvement Curriculum for Residents and Fellows: A Collaboration of Health Sciences Librarians and Graduate Medical Education Administration
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.