Paper: Program Description Abstract
Exploring Best Practices for Librarian Integration into Case-Based Small Group Learning
Sunday, May 5
2:50 PM - 3:05 PM
Room: Columbus EF (East Tower, Ballroom/Gold Level)
Assistant Director for Research & Education Services
Julie Gaines, AHIP
Head, AU/UGA Medical Partnership Library
Augusta Univ/Univ of GA Medical Partnership
Georgia Health Sciences University
Background : Health sciences librarians and medical educators performed a study about undergraduate medical students’ use of resources in small group case-based learning experiences. Librarian activities included collecting students’ presentations, critiquing resources cited, and providing feedback. Librarians also performed in-person observations of student presentations. The librarians discovered gaps in information seeking skills on the part of both the students and faculty small group facilitators. Facilitators acknowledged their own need for training about effective searching. The goal of this project is to explore best practices for ongoing integration of health sciences librarians in case-based learning in undergraduate medical education to facilitate lifelong learning.
Description : As an outcome of the original study, one of the librarians participated in a teaching fellowship focusing on increasing librarian participation in small group case-based learning. She was invited to teach an orientation session on searching and critical appraisal skills to faculty small group facilitators at the beginning of the 2018-2019 academic year. Another librarian is taking part more regularly in small groups at her campus. A needs assessment is being developed for the small group facilitators to assess their needs for improving information seeking skills, how to integrate review of resources into student learning summary presentations, facilitator comfort level in providing feedback to students on resource use, and best ways to leverage librarian expertise. Librarians are also exploring ways to reinforce information seeking skills throughout the academic year through more intensive educational interventions, such as adding graded criteria.
Conclusion : The presence of the librarians in the small group case-based learning sessions prompts both students and faculty facilitators to consider the quality of cited information resources which are important for clinical reasoning skills for future clinical work. Due to increased participation by librarians, faculty facilitators are more open to having librarians attend small group case-based learning sessions. The librarians are also gaining increased recognition among small group facilitators. A needs assessment of faculty small group facilitators will help shape future librarian involvement, along with possible addition of graded criteria for student presentations.