Rules of Evidence

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Rules of Evidence: Information literacy training in the health sciences and its applicability to other disciplines: 

Rules of Evidence: Information literacy training in the health sciences and its applicability to other disciplines Michelle L. Zafron, MLS, University at Buffalo Stewart Brower, MLIS, University at Buffalo

Abstract : 

Abstract With innovative class exercises, group work, and graded assignments, first-year physical therapy students were taught how to find evidence in the medical literature to use in their clinical decision-making.

Evidence based health care : 

Evidence based health care 'the conscientious, explicit and judicious use of current best evidence in making decisions about the care of the individual patient. It means integrating individual clinical expertise with the best available external clinical evidence from systematic research.' David Sackett, M.D.

PICO: 

PICO Metric P (patient, disease, population) I (intervention) C (comparative intervention) O (outcome) Usually preceded by a short scenario Ideal for creating a research question

The setting: 

The setting Graduate level physical therapy research class of 43 students Students have a summer colloquium that is traditionally a standard library resources BI

The past practice: 

The past practice A lecture on evidence based resources A hands-on lab/demo

The new concept: 

The new concept Met with faculty to determine content and order of library sessions 3 more sessions were added All but first lecture were split into two one hour labs Created three graded assignments Consultation with librarians on exam questions

Session 1 - Evidence based health care resources : 

Session 1 - Evidence based health care resources Lecture Group exercise Each group was given an abstract Needed to formulate a PICO analysis Needed to answer a series of questions Learned how that fit into the context of a systematic review Provided context

Let’s try this together…: 

Let’s try this together… Each team will get copies of the article, the abstract, and a series of questions to answer Apply what you know – Is your article a 'quality' article? Five minutes to discuss, then each team leader will give a brief report

Systematic Reviews: 

Systematic Reviews Example from the Cochrane Database of Systematic Reviews Each article in this class was analyzed for inclusion/exclusion from the review Here’s what it looks like…

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Lab sessions: 

Lab sessions Cochrane Database of Systematic Reviews PubMed andamp; PEDro DARE, ACP Journal Club andamp; CCTR EndNote

Sessions 2 & 3 - Cochrane Database of Systematic Reviews, PubMed & PEDro: 

Sessions 2 andamp; 3 - Cochrane Database of Systematic Reviews, PubMed andamp; PEDro #2 - Cochrane - short demonstration – group exercises Scenario andamp; formulation of a PICO question Search the database Report to the class on findings and strategy # 3 - PubMEd andamp; PEDro - demonstration and hands-on lab Intermediate searching techniques First andamp; second graded assignments

Sessions 4 & 5 - “The Rest of the Best” & EndNote : 

Sessions 4 andamp; 5 - 'The Rest of the Best' andamp; EndNote #4 - 3 other EBM databases (DARE, ACP Journal Club, CCTR) -short demonstration andamp; group exercises Advanced searching techniques Scenario andamp; formulation of a PICO question Search the database Report to the class on findings and strategy #5 – EndNote - demonstration and hands-on lab Third graded assignment

The results: 

The results Students actively sought out librarians for assistance Students have been demonstrated ability to apply their research skills in other settings Quality of their final presentations deemed higher than average Truncate it!

Student feedback: 

Student feedback 'It gave [us] a lot of insight into how to find the literature out there. Gave a sense of security to use as SDPT because we can back our practice with scientific information.' 'Made you analyze and taught you to use criteria for picking literature.'

Student feedback: 

Student feedback 'This class was very different from any other class I had ever taken. You really had to think about strategies to get your best results. Also, I have never really reviewed an article before, so it taught [me] a lot about what articles are and are not valid.'

Instructor Feedback: 

Instructor Feedback Following the inclusion of the library faculty in the course, the student presentations improved immensely. The quality of the literature searches was considerably more sophisticated resulting in the identification of more appropriate research evidence. The depth of the students' understanding of literature searching has allowed them to move beyond the mechanics of searching and to concentrate on using literature to answer clinical questions. Patricia Ohtake Associate Professor, Rehabilitation Sciences

Thanks for coming today!: 

Thanks for coming today! For copies of the slides and handouts: http://ublib.buffalo.edu/hsl/ime/loex.html