学术图书馆员支持以患者为中心和包容性的医学教育课程:一个案例报告
Jackie Phinney1, Leanne Picketts2, Lynette Reid3
1j.phinney@dal.ca, Dalhousie University Libraries/Dalhousie Medicine New Brunswick, Saint John, N.B., Canada.
卫生科学图书馆员可以通过在以患者为中心和包容性学习材料上合作来增强医疗课程. 他们的专业知识支持基于证据的修订,并加强教师关系.
科学领域:
- 医学教育 医学教育
- 卫生科学 图书馆 图书馆 图书馆
- 课程开发 课程开发
背景情况:
- 医学教育工作者认识到需要以患者为中心和包容性的课程.
- 合作和证据是提高课程的关键.
- 图书馆员拥有技能,以支持教育工作者修改学习材料,并提供当前的,社会责任的信息.
研究的目的:
- 描述卫生科学图书馆员在更新本科医学课程材料方面的合作.
- 以反压迫和以患者为中心的方法修订基于案例的学习材料.
- 突出图书馆员参与课程开发的好处.
主要方法:
- 一位健康科学图书馆员加入了加拿大一所医学院的跨学科工作组.
- 基于案例的学习材料使用一种反压迫和以患者为中心的框架进行了更新.
- 图书馆员提供了文献搜索,促进了关于批判性评价的讨论,并就电子资源获取提供了咨询.
主要成果:
- 图书馆员的嵌入式角色促进了对课程修订的按需支持.
- 合作增强了图书馆员的实践,并培养了与教师更强大的关系.
- 该倡议成功地将反压迫和以患者为中心的镜头整合到学习材料中.
结论:
- 让图书馆员参与为医学课程开发提供了显著的好处.
- 图书馆员的专业知识可以应用于课程计划,促进以患者为中心和包容性.
- 学术和临床图书馆员可以通过专门的教学和推广来支持这些努力.
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