Lightning Talk: Program Description Abstract
Improving Core Entrustable Professional Activities (EPA) 7 Compliance through Librarian Feedback
Monday, May 6
4:35 PM - 4:40 PM
Room: Columbus KL (East Tower, Ballroom/Gold Level)
Saori Herman, AHIP
Head of Education and Access Services
Donald and Barbara Zucker School of Medicine at Hofstra/Northwell
Hempstead, New York
Background : Fourth year students at the Zucker School of Medicine at Hofstra/Northwell rotate through three acting internship (AI) blocks. At the end of each AI, the students are required to present an evidence-based oral presentation based on a clinical encounter from their rotation. Along with the oral presentation, students are expected to create a PICO formatted clinical question, perform a literature search, and select a relevant citation(s). Starting in 2017, a librarian was integrated to provide formative feedback to students about their submissions. The purpose of the librarian’s feedback was to improve the students’ question formation and searching skills for fulfillment of Core Entrustable Professional Activities (EPA) 7.
Description : Previously, the students' PICO question, search, and citations were not submitted or assessed separately. Following the introduction of the librarian, students are now responsible for emailing their PICO formatted clinical question, PubMed search strategy, PubMed Search Details box information, a brief description of their search strategy creation process, and a relevant citation/abstract to the librarian. In collaboration with the assistant dean for clinical preparation for residency, the assessment analyst, and the librarian, an assessment form was created and uploaded onto one45, a curriculum management software. The assessment form contains 5 questions and a free text feedback box. The librarian reviews each submission and provides feedback using the form within 2 weeks. A complete list of assessment form responses can be exported from one45.
Conclusion : The integration of the librarian has provided a unique opportunity to provide feedback to fourth year students. Through the assessments, we were able to capture search habits and common mistakes as well as getting a sense of what information literacy topics need to be covered during the first two didactic years. The quality of submissions from the first to last rotations have remained fairly constant. This is partially due to the students’ question formation and searching skills falling in the middle of the novice-to-expert continuum. Further research measuring students’ confidence levels is currently underway.