Description: This course is an introduction for medical librarians to evidence-based medicine (EBM) and the role the librarian can play in its practice. Participants will learn to identify the parts of a well built clinical question and be able to judge the validity of studies, and ascertain the roles librarians can undertake in providing EBM training and support. The course utilizes course material, independent readings, reviews, and exercises and is offered as both an eight hour face-to-face CE and as an eight week distance education course through the University of Carolina's School of Information and Library Science. The next online/distance education session of the course will be held February 15 to April 8 2016 (For more information see: https://sites.google.com/site/ebmcecourses/ebm-and-the-medical-librarian). To get on the mailing list for registration -- contact Cassie Ragan (UNC) at firstname.lastname@example.org.
|Continuing Education Experience:||none|
|CE Contact Hours:||6/8, 20 distance ed|
|Professional Competencies:||Health Sciences Information Services|
|Subject:||Evidence Based Health Care|
|Course Type:||Face to Face, e-Learning|
Educational Objective: 1. Identify the parts of a well-built question and be able to build focused questions from clinical scenarios 2. Identify the key features of relevant study designs, including systematic reviews, meta analysis, randomized clinical trials, cohort, case series, and case reports 3. Translate the focused question into an effective Medline search strategy 4. Identify the key validity issues for studies that address issues of therapy (randomized controlled trials and systematic reviews) 5. Identify roles for the medical librarian in supporting and teaching evidence-based medicine
Agenda: 8:00–8:30 Introductions / Student goals / Course objectives /Plan for today 8:30–8:45 What is EBM and why should we care? 8:45–9:30 Study Design and the Hierarchy of Evidence/ Group exercise 9:30 – 10:00 Well-built clinical question/ PICO structure for developing questions / Group exercise/ Role of the Librarian 10:00–10:15 Break 10:15 -12:00 Selecting Resources/ Search Strategies and EBM filters /Group Exercise /Role of the Librarian 12:00 – 12:30 Lunch 12:30 – 1:30 Critical Appraisal – Therapy (warts and duct tape)/ Group exercise 1:30 – 2:30 Critical Appraisal – Therapy (Tea tree oil)/ Group exercise 2:30 – 2:45 Break 2:45 – 3:15 Critical Appraisal - Systematic Review (Vitamin D and falls)/ Group exercise 3:15 – 4:15 role of the Librarian 4:15 – 5:00 EBM Jeopardy/ wrap-up (Distance education course covers more material over 8 weeks. See course outline at: https://sites.google.com/site/ebmcecourses/ebm-and-the-medical-librarian
Need for This Course: A review of the literature shows that EBM is an important topic. The Distance Ed course has been offered twice a year for the last 11 years. Classes have been filled to capacity.
The instructional methods used include Lecture, Slides, Discussion, Dialog, Sharing/Self-disclosure, Case Method, Case Study, and Problem-based.
Participant Materials: Class manual with class exercises and journal articles
Facility Requirements: Face-to-face: computer with LCD projection; flipchart; distance education requires access to Internet
Additional Evaluation: Feedback discussion at the end of class in addition to MLA evaluation.