Entries in Articles (39)


Competency Framework for Systematic Reviews

A number of colleagues and I proposed a competency framework for librarians involved in systematic reviews. The result was published in JMLA


Rapid Systematic Reviews

If you're efficient and methodical I don't see why you couldn't complete an SR in good time.  The number of results is a part of this, of course.  Some rare searches may bring back a few thousand, but I bet a good number of strategies would benefit from a more balanced eye than a sensitive one.  I try to get this across whenever I'm chatting about SRs to ppl, including those who attend our workshop.  

Schünemann HJ, Moja L. Reviews: Rapid! Rapid! Rapid! …and systematic. Systematic Reviews. 2015 Jan 14;4(1):4. doi: 10.1186/2046-4053-4-4. PMID: 25589399.


[this - among others - made its way through mon office]


Teaching Information Retrieval Skills to Medical Students

This review suggests a longitudinal approach to EBM training, which is what we've done in my environment. Unfortunately, our MRSQ paper on this curriculum wasn't included in their analysis for some reason, but it aligns with many of their findings/suggestions.  




J Med Libr Assoc. 2014 Jul;102(3):184-91. doi: 10.3163/1536-5050.102.3.008.

How are medical students trained to locate biomedical information to practice evidence-based medicine? areview of the 2007-2012 literature.

Maggio LAKung JY.


This study describes how information retrieval skills are taught in evidence-based medicine (EBM) at the undergraduatemedical education (UGME) level.


The authors systematically searched MEDLINE, Scopus, Educational Resource Information Center, Web of Science, andEvidence-Based Medicine Reviews for English-language articles published between 2007 and 2012 describing information retrieval training to support EBM. Data on learning environment, frequency of training, learner characteristics, resources and information skills taught, teaching modalities, and instructor roles were compiled and analyzed.


Twelve studies were identified for analysis. Studies were set in the United States (9), Australia (1), the Czech Republic (1), and Iran (1). Most trainings (7) featured multiple sessions with trainings offered to preclinical students (5) and clinical students (6). A single study described a longitudinal training experience. A variety of information resources were introduced, including PubMed, DynaMed, UpToDate, and AccessMedicine. The majority of the interventions (10) were classified as interactive teaching sessions in classroom settings. Librarians played major and collaborative roles with physicians in teaching and designing training. Unfortunately, few studies provided details ofinformation skills activities or evaluations, making them difficult to evaluate and replicate.


This study reviewed the literature and characterized how EBM search skills are taught in UGME. Details are provided on learning environment, frequency of training, level of learners, resources and skills trained, and instructor roles.


The results suggest a number of steps that librarians can take to improve information skills training including using a longitudinal approach, integrating consumer health resources, and developing robust assessments


The Evolving Role and Value of Librarians in Health Care

From JAMA:

Recent research has shown the value of information in patient care and highlights the role of the library and librarian in supporting this information revolution. The Value Study, conducted by Marshall et al4 at 56 library sites serving 118 hospitals, surveyed physicians, residents, and nurses who were involved in patient care or clinical research and could recall an event in the last 6 months when they had used an information resource. Of the 16 122 survey respondents (including 5379 physicians, 2123 residents, and 6788 nurses), three-fourths reported that they had definitely or probably handled some aspect of patient care differently as a result of the information obtained from the library and information resources. Among the changes reported were advice given to the patient (48%), diagnosis (25%), and choice of drugs (33%). Most respondents (95%) reported that the information resulted in more informed clinical decisions. Respondents also reported that the information allowed them to avoid or reduce the possibility of the following adverse events: patient misunderstanding of the disease (23%); additional tests (19%); misdiagnosis (13%); adverse drug reactions (13%); medical errors (12%); and patient mortality (6%).


Sollenberger JF, Holloway RG Jr. (2013). The evolving role and value of libraries and librarians in health care. JAMA, 310(12), 1231-2. PMID 24065006


Effective EBM Instruction

Good article.  Of the 10 factors, the three that most resonate with me (from my experience at UMich) are:

  • Using a situational cue of role modeling for teaching EBM
A positive learning environment, with attending physicians serving as EBM role models, might be one of the most important factors influencing the behavior of residents. EBM teachers’ role-modeling helps learners see how evidence is incorporated with other knowledge into clinical decisions and how evidence is used as part of good practice. 
  • Increasing learners' awareness of EBM information resources
Learners’ awareness and perceptions of existing EBM information resources can affect the subsequent steps of evidence-based practice that they take, including critically appraising the evidence and applying it to patient care. Green and Huff found that a lack of awareness and limited access to clinical information resources posted barriers for residents in taking the series of steps involved in learning and practicing EBM...
It is important for health sciences librarians to partner with EBM faculty to identify learners' information needs; to acquire point-of-care, pre-appraised EBM information resources; and to incorporate the resources into EBM instructional content and activities to support EBM learning and enhance learners' ability to practice EBM.
  • Developing a longitudinal EBM curriculum to reinforce EBM knowledge and skills
Medical students' learning is developmental and progressive. A longitudinal EBM learning experience provides students with continuous reinforcement and relevance of concepts and statistics that underline EBM. The introduction of EBM in preclinical years should be aligned with the students' developmental stage. As students progress to clinical clerkships, they are provided opportunities to apply EBM principles and critical appraisal skills to evaluate the clinical evidence relevant to the patient problem that they encounter in clinics.  


Mi M. (2013). Factors that influence effective evidence-based medicine instruction. Medical Reference Services Quarterly, 32(4), 424-433. PMID 24180650