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Related Experiment Videos

Teaching EBM teachers: a team approach.

Josephine L Dorsch1, Susan Jacobson, Carol S Scherrer

  • 1Library of the Health Sciences, PO Box 1649, Peoria, IL 61656, USA. jod@uic.edu

Medical Reference Services Quarterly
|May 2, 2003
PubMed
Summary
This summary is machine-generated.

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This Evidence-Based Medicine (EBM) course, co-taught by medical and library faculty, successfully trains healthcare and information professionals. The interdisciplinary approach enhances EBM teaching and practice through collaborative, case-based learning.

Area of Science:

  • Medical Education
  • Information Science
  • Evidence-Based Practice

Background:

  • Healthcare and information professionals require training in Evidence-Based Medicine (EBM).
  • Existing EBM education may not fully integrate the expertise of both medical and library science fields.
  • A need exists for collaborative educational models in EBM.

Purpose of the Study:

  • To describe a collaborative Evidence-Based Medicine (EBM) course co-taught by medical and library faculty.
  • To assess the effectiveness of an interdisciplinary approach for health care and information professionals in EBM education.
  • To evaluate the "Train the Trainer" model within this collaborative EBM course.

Main Methods:

  • A one-week, interdisciplinary course co-designed and co-taught by medical and library faculty.

Related Experiment Videos

  • Case-based activities engaging mixed teams of health care and information professionals.
  • Implementation of a "Train the Trainer" approach to foster broader EBM dissemination.

    • Main Results:

    • The collaborative course effectively addressed the needs of both health care and information professionals in EBM.
    • The interdisciplinary partnership between faculty and learners was successful and contributed to program effectiveness.
    • The case-based and "Train the Trainer" methods promoted active participation and skill development.

    Conclusions:

    • Collaborative teaching by medical and library faculty offers a successful model for EBM education.
    • Interdisciplinary partnerships in EBM training highlight the complementary strengths of different professional groups.
    • Further investigation is warranted to determine if this collaboration extends to clinical practice.