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Lightning Talk: Program Description Abstract

Self-Directed Evidence-Based Medicine (EBM) Medical School Curriculum: A Case-Based Approach

Sunday, May 5
2:25 PM - 2:30 PM
Room: Columbus KL (East Tower, Ballroom/Gold Level)

Background : Evidence-based medicine (EBM) is part of the medical school curriculum. Librarians seek to provide EBM training in a practical way. As future physicians, medical students need to develop skills to find and evaluate evidence. Accreditors mandate that self-directed learning – opportunities for identification, analysis and appraisal of information – be included in the curriculum. A successful, novel case-based program was completed.

Objectives
 Provide hands-on experience finding, appraising and applying evidence
 Integrate learning with concurrent curriculum
 Provide opportunity to present in journal club style
 Partner with clinical faculty and fourth-year Learning-to-Teach students
 Employ a scoring rubric


Description : Librarians worked with academic administration to develop the second-year EBM curriculum using four atrial fibrillation cases. Cases coincided with the cardiology block to augment concurrent clinical knowledge. An EBM lecture modelled a journal club presentation of best evidence – a compulsory skill. Groups of 3-5 students were assigned one of four cases. Each student found and appraised a pertinent research article. Group members chose one article, representing best evidence, to present.

Librarians, clinical faculty and fourth-year students acted as group facilitators for 52 final presentations. In a development session, each facilitator received a librarian-created case evidence summary and critical appraisal of each chosen article. Classrooms of four groups, representing the four cases, were led by 1-2 facilitators. A six-part scoring rubric was developed to grade the presentations. Facilitators provided positive program feedback. Student course evaluations will provide further program assessment.


Conclusion : Partnering with academic administration and clinical faculty provided librarians with the opportunity to integrate a case-based, self-directed EBM program into the curriculum. Second-year medical students supplemented their first-year introductory EBM knowledge with practical activities that augmented their core curriculum. Fourth-year students welcomed an opportunity to lead a class as a facilitator. Clinical faculty and fourth-year students developed their own evidence and critical appraisal skills during a development session. Students scored an average of 85% on their presentations. Facilitators reported the program as beneficial and personally rewarding. Administration deemed the program a success. Student course evaluations will be completed in May.


 

Deborah A. Crooke

Associate Director
New York Medical College, Health Sciences Library
New York Medical College
Valhalla, New York

Presentation(s):

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Marie T. Ascher

Lillian Hetrick Huber Endowed Director
New York Medical College
Valhalla, New York

Presentation(s):

Send Email for Marie Ascher


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