对图书馆员参与基于能力的医学教育的范围审查
John W Cyrus1, Laura Zeigen2, Molly Knapp3
1cyrusjw@vcu.edu, Research and Education Librarian, Health Sciences Library, Virginia Commonwealth University, Richmond, VA.
Journal of the Medical Library Association : JMLA
|February 20, 2025
概括
文献显示,图书馆员积极为基于能力的医学教育 (CBME) 提供贡献. 然而,需要更多的研究来衡量CBME程序中的图书馆员影响和用户行为.
科学领域:
- 医学教育 医学教育
- 信息科学 信息科学 信息科学
- 图书馆科学 图书馆科学
背景情况:
- 基于能力的医学教育 (CBME) 是医学院不断增长的教学模式.
- 图书馆员在医学教育中的参与是公认的,但没有完全量化.
- 了解CBME图书馆员角色的范围对于展示价值至关重要.
研究的目的:
- 对图书馆员参与基于能力的医学教育 (CBME) 的文献进行范围审查.
- 在CBME中确定图书馆干预的特点及其报告的结果.
- 评估对图书馆员对CBME的贡献的研究程度和性质.
主要方法:
- 根据乔安娜·布里格斯研究所的方法和PRISMA-ScR指南进行范围审查.
- 搜索了多个数据库 (Medline,Embase,ERIC,CINAHL Complete,SCOPUS,LISS,LLIS,LISTA) 查找同行评审的文献,截至2022年12月31日.
- 包括以英语出版的描述图书馆员参与LCME认可医学院CBME规划,交付或评估的研究.
主要成果:
- 包括50项研究,其中大多数是在2010年之后发表的.
- 图书馆员从事各种角色,包括合作者,领导者,课程设计者和评估者.
- 干预措施的持续时间和内容各不相同,主要侧重于临床询问和信息检索,结果通常测量反应或学习.
结论:
- 有大量的文献记录了图书馆员参与CBME的情况.
- 很少有研究使用经过验证的结果指标或评估用户行为.
- 需要进一步的研究来量化图书馆员在CBME中的影响和贡献.
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