在基于问题的学习课程中,预职学生的信息掌握技能:一个案例报告
Christopher Duffy1, Tovah Tripp2, Ezra Schneier3
1christopher.duffy@hmhn.org, Associate Dean, Medical Library, Hackensack Meridian School of Medicine, Nutley, NJ.
Journal of the Medical Library Association : JMLA
|March 2, 2026
概括
医学学生在早期课程培训中有效地应用了基于证据的医学 (EBM) 技能. 一个评估工具评估了学生的演讲,表明EBM技能在实践中得到了一致的应用.
科学领域:
- 医学教育 医学教育
- 信息素养 信息素养 信息素养
- 基于证据的实践.
背景情况:
- 将基于证据的医学 (EBM) 知识从课堂转化为临床实践存在挑战.
- 缺乏评估EBM技能的强有力的方法,阻碍了有效的医疗培训.
- 早期引入信息掌握技术对于开发临床应用技能至关重要.
研究的目的:
- 评估在预职医生中应用基于证据的医学 (EBM) 技能.
- 评估图书馆员开发的EBM技能评估工具的有效性.
- 确定在医疗培训中继续发展EBM能力的领域.
主要方法:
- 哈肯萨克梅里迪安医学院的学生创建了与基于问题的学习 (PBL) 案例相关的每周研究报告.
- 医学图书馆员使用标准化评估工具来评估595篇学生演讲.
- 评估标准包括陈述范围,问题分类,资源选择,搜索策略和引用准确性 (AMA指南).
主要成果:
- 大多数学生在基于案例的演讲中表现出EBM技能的一致和可靠的应用.
- 评估工具有效地衡量了学生整合EBM原则的能力.
- 初步发现表明,EBM技能的早期整合取得了成功.
结论:
- 医学学生能够在培训的早期应用EBM技能,只要他们有结构化的机会.
- 开发的评估工具为评估EBM能力提供了有价值的数据.
- 需要进一步的研究来追踪整个医学院的EBM技能发展.
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