Paper: Program Description Abstract
Designing a Brand New Evidence-Based Research Course to First Semester Physical Therapy Graduate Students
Monday, May 6
2:50 PM - 3:05 PM
Room: Columbus CD (East Tower, Ballroom/Gold Level)
Health Sciences Librarian
Seton Hall University
Nutley, New Jersey
Background : In the summer of 2018, Seton Hall’s brand-new-interprofessional Health Sciences Library worked in collaboration with a faculty member from the physical therapy program to implement a two-day evidence-based research course for first semester graduate students in the second week of their curriculum. Faculty from the Physical Therapy program have noticed a lack of proper evidence-based research skills in their second- and third-year students. The faculty consulted with the library and concluded that introducing a two-day evidence-based research course early in the curriculum would be beneficial for the students in developing the necessary skills to conduct evidence-based practice research.
Description : The first session focused on major databases including PubMed, CINAHL, PEDro and Cochrane Database of Systematic Reviews. The librarian instructed the students on how to develop a researchable question with the PICO framework, how to search through an academic database, and how to use controlled vocabulary and Boolean operators to conduct advanced searches. During instruction, the students were asked to participate in interactive sessions that focused on basic and advanced searches. A PICO search strategy rubric was developed to help guide and evaluate their skills. The last two-hour session was a review of what was previously discussed as well as one last interactive session in which the students took the remainder of the class time to conduct a literature search. The librarian and faculty member assisted the students with any questions that came up during the session.
Conclusion : Student understanding of conducting evidence-based practice research increased after the two-day session. Anecdotal evidence from the professor reported that the students developed a better understanding of conducting a literature search based on assignments given after the sessions. The librarian also expanded his presence on the new interdisciplinary campus and saw an increase in consultation visits. Future courses have been planned to involve a librarian and for the librarian to assist in developing assignments to assess students understanding of evidence-based practice research.