Education

Paper: Program Description Abstract

Integrating Evidence-Based Medicine Skills into a Medical School Curriculum: A Longitudinal Approach

Monday, May 6
2:20 PM - 2:35 PM
Room: Columbus CD (East Tower, Ballroom/Gold Level)

Background : This project took place at a large medical school in the Midwest. The school is served by a dedicated library on the main campus with nine liaison librarians available to teach. In 2016, efforts began to integrate EBM throughout the all four years of the undergraduate medical school curriculum, a shift away from the previous model, which consisted of a two month EBM course in the second year of the curriculum and lectures during clerkships. The purpose of this shift was to better prepare the students for their clerkships and residencies, as well as increase EBM scores on standardized testing.
Description : Development: An associate director at the medical library, along with a committee of medical school faculty, oversaw the design and implementation of the new EBM "thread.”
This librarian also took on the task of mapping and assisting with planning EBM instruction throughout the undergraduate medical curriculum. Implementation: Many EBM sessions in the new "thread" are designed at the library by a curriculum committee, which then trains liaisons to deliver content. These sessions are a mix of didactic lecture, small group activity, and formative assessment activities. Sessions are delivered in-person, via video conferencing, and using a flipped classroom model depending on time constraints and curricular needs.
Assessment: Every session has a formative assessment, review of “muddiest points”, and a summative assessment when the session concludes. Additionally, student EBM scores on course exams and standardized tests are evaluated to determine impact.
Conclusion : The EBM thread has increased students' exposure to EBM throughout their undergraduate medical education. Additionally, librarians have become trusted partners for delivering EBM instruction. Where students in the previous curriculum had isolated EBM lectures during the second and third year, current students receive longitudinal curriculum-integrated sessions covering EBM topics with progressively more clinical applicability as they prepare to enter their clerkships with reinforcing assignments for each required clerkship. As the curriculum team receives the results of standardized testing, we intend to compare the EBM scores of the students who received the new curriculum to those of the legacy curriculum students.

Amy Blevins

Associate Director for Public Services
Indiana University School of Medicine
Indianapolis, Indiana

Amy Blevins, MALS is the Associate Director for Public Services at the Ruth Lilly Medical Library for the Indiana Univeristy School of Medicine in Indianapolis, IN. She is responsible for overseeing her library's research, liaison, education, and data services. She has devoted her career over the last 12+ years to online instruction, instructional design, and evidence-based medicine (EBM). Since 2017, Ms. Blevins has served as the Thread Director for Evidence-Based Medicine (EBM) for IUSM. In this role, she works with a team of EBM enthusiasts to develop learning objectives and longitudinal curriculum-based integration of EBM into the existing undergraduate medical student curriculum. In addition to participating as an instructor in evidence-based practice workshops, she has worked on over 14 published systematic reviews and co-edited the book, Curriculum-Based Library Instruction: From Cultivating Faculty Relationships to Assessment, in 2014.

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Laura Menard

Assistant Director for Medical Education and Access Services
Indiana University
Indianapolis, Indiana

Laura Menard is the Assistant Director for Medical Education and Access Services at the Ruth Lilly Medical Library in Indianapolis, IN. In her role, she is responsible for designing and delivering EBM instruction for medical students from year one through residency. She provides training to liaison librarians at the RLML on critical appraisal and pedagogy, and enjoys working on assessment projects. Her research focuses on EBM skillset retention by medical students from the foundation sciences component of their education to the clerkship phase. Laura is the Membership Secretary of the Midwest Chapter of the Medical Library Association, as well as being active in her state professional association.

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Kenneth Lazarus

Senior Academic Content Specialist
Indiana University School of Medicine
Indianapolis, Indiana

I graduated from Tulane University School of Medicine in 1977. While there I was named a Merck Scholar and received an award from the History of Medicine Society and was named to the Alpha Omega Alpha medical honorary society in 1976. I completed a residency in pediatrics at the Ohio State Universiy Columbus Children's Hospital and then a fellowship in Pediatric Hematology/Oncology at Riley Children's Hospital in Indianapolis, Indiana in 1981. I then spent 4 years as the head of Pediatric Hematology/Oncology at Wilford Hall USAF Medical Center in San Antonio, Texas. Following 4 years serving with the United States Air Force and receiving a distinguished service medal for establishing the first pediatric hospice, I moved into private practice in pediatric hematology/oncology in San Antonio, Texas. While there, I was a major driving force behind the growth of the Methodist Hospital pediatric program from a 12 bed unit to a full-service children's hospital. In 2009, I left San Antonio and joined the faculty of the Riley Children's Hospital in the department of Pediatric Hematology/Oncology. In 2014 I left that position to become full-time in the Medical Student Education Office. In this office I have been the major director of the AMA-ACE grant as well as being responsible for development of longitudinal curriculum I am also the director of the thread program - a program that ensures that content that is not directly related to medical knowledge such as medical ethics, eiidence-based care, patient safety, continuous improvement, cultural competency, social determinants of health, health care policy, public health are integrated vertically into the medical school curriuculum.

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