Lightning Talk: Program Description Abstract
Crash Courses for Medical Students: Digital Research and Systematic Reviews
Sunday, May 5
2:10 PM - 2:15 PM
Room: Columbus KL (East Tower, Ballroom/Gold Level)
Asst. Dir. of Research and Learning
Dykes Library, University of Kansas Medical Center
Kansas City, Kansas
Background : Our newly adopted medical school curriculum is designed around 9-week blocks with one week devoted to Scholarship, Enrichment, or Remediation (SER) activities. The SER week is designed to provide the medical students a break from normal studies and the opportunity to explore special interests in-depth. It also provides librarians the opportunity to provide instruction on information literacy topics not offered in the regular curriculum This presentation describes two SER week classes taught by a librarian, one on digital information research and the other on systematic reviews.
Description : The SER “week” is a three and a half-day course providing an intensive learning experience that is restricted to in-class hours. Instruction is based on active learning techniques using digital learning objects, group exercises, discussion, and software programs. The Digital Health Information Research course focuses on an in-depth understanding of research methods based partially on modules developed from the ACRL’s Framework for Information Literacy for Higher Education. Internet research and resource evaluation are included as topics as well as the use of research-quality databases and grey literature. Students become adept at navigating health information in a digital environment. In the Mini-Systematic Review class, students learn about the systematic review process by participating in many of the steps in a limited manner. They are required to write a research protocol which may later be developed into a systematic review for publication.
Conclusion : Students are not graded or awarded points for the SER weeks, but are required to complete all assigned elements and keep a daily journal. Both the instructor and the students enter evaluations into the School of Medicine grading system. Emerging data from the students’ journals and class evaluations suggest the content is perceived as engaging and useful by the students.