A cross-sectional survey on academic librarian involvement in evidence-based medicine instruction within undergraduate medical education programs in Canada
Introduction: The purpose of this study was to determine the range of involvement of Canadian academic medical librarians in teaching evidence-based medicine (EBM) within the undergraduate medical education (UME) curriculum. This study articulates the various roles that Canadian librarians play in t...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Alberta
2020-12-01
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| Series: | Journal of the Canadian Health Libraries Association |
| Online Access: | https://journals.library.ualberta.ca/jchla/index.php/jchla/article/view/29458 |
| _version_ | 1798014151616888832 |
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| author | Zahra Premji Kaitlin Fuller Rebecca Raworth |
| author_facet | Zahra Premji Kaitlin Fuller Rebecca Raworth |
| author_sort | Zahra Premji |
| collection | DOAJ |
| description | Introduction: The purpose of this study was to determine the range of involvement of Canadian academic medical librarians in teaching evidence-based medicine (EBM) within the undergraduate medical education (UME) curriculum. This study articulates the various roles that Canadian librarians play in teaching EBM within the UME curriculum, and also highlights their teaching practices.
Methods: An electronic survey was distributed to a targeted sample of academic librarians currently involved in UME programs in Canadian medical schools.
Results: 12 respondents (including one duplicate response) representing ten schools responded to this survey. 7 of 10 respondents were involved in EBM instruction, 3 of 10 institutions had a dedicated EBM course. Librarians were involved in a variety of roles, and often co-created and co-delivered content along with medical school faculty, and were present on course committees. They used a variety of educational strategies, incorporated active learning, as well as online modules.
Discussion/Conclusion: The data highlighted the embedded nature of EBM instruction in undergraduate medical education programs in Canada. It also showed that librarians are involved in EBM instruction beyond the second step of EBM; acquiring or searching the literature. |
| first_indexed | 2024-04-11T15:12:51Z |
| format | Article |
| id | doaj.art-82cd422c2e6c41a6bb1aa8d564ffffda |
| institution | Directory Open Access Journal |
| issn | 1708-6892 |
| language | English |
| last_indexed | 2024-04-11T15:12:51Z |
| publishDate | 2020-12-01 |
| publisher | University of Alberta |
| record_format | Article |
| series | Journal of the Canadian Health Libraries Association |
| spelling | doaj.art-82cd422c2e6c41a6bb1aa8d564ffffda2022-12-22T04:16:34ZengUniversity of AlbertaJournal of the Canadian Health Libraries Association1708-68922020-12-0141310.29173/jchla29458A cross-sectional survey on academic librarian involvement in evidence-based medicine instruction within undergraduate medical education programs in CanadaZahra Premji0Kaitlin Fuller1Rebecca Raworth 2University of CalgaryUniversity of TorontoUniversity of VictoriaIntroduction: The purpose of this study was to determine the range of involvement of Canadian academic medical librarians in teaching evidence-based medicine (EBM) within the undergraduate medical education (UME) curriculum. This study articulates the various roles that Canadian librarians play in teaching EBM within the UME curriculum, and also highlights their teaching practices. Methods: An electronic survey was distributed to a targeted sample of academic librarians currently involved in UME programs in Canadian medical schools. Results: 12 respondents (including one duplicate response) representing ten schools responded to this survey. 7 of 10 respondents were involved in EBM instruction, 3 of 10 institutions had a dedicated EBM course. Librarians were involved in a variety of roles, and often co-created and co-delivered content along with medical school faculty, and were present on course committees. They used a variety of educational strategies, incorporated active learning, as well as online modules. Discussion/Conclusion: The data highlighted the embedded nature of EBM instruction in undergraduate medical education programs in Canada. It also showed that librarians are involved in EBM instruction beyond the second step of EBM; acquiring or searching the literature.https://journals.library.ualberta.ca/jchla/index.php/jchla/article/view/29458 |
| spellingShingle | Zahra Premji Kaitlin Fuller Rebecca Raworth A cross-sectional survey on academic librarian involvement in evidence-based medicine instruction within undergraduate medical education programs in Canada Journal of the Canadian Health Libraries Association |
| title | A cross-sectional survey on academic librarian involvement in evidence-based medicine instruction within undergraduate medical education programs in Canada |
| title_full | A cross-sectional survey on academic librarian involvement in evidence-based medicine instruction within undergraduate medical education programs in Canada |
| title_fullStr | A cross-sectional survey on academic librarian involvement in evidence-based medicine instruction within undergraduate medical education programs in Canada |
| title_full_unstemmed | A cross-sectional survey on academic librarian involvement in evidence-based medicine instruction within undergraduate medical education programs in Canada |
| title_short | A cross-sectional survey on academic librarian involvement in evidence-based medicine instruction within undergraduate medical education programs in Canada |
| title_sort | cross sectional survey on academic librarian involvement in evidence based medicine instruction within undergraduate medical education programs in canada |
| url | https://journals.library.ualberta.ca/jchla/index.php/jchla/article/view/29458 |
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