T RANSFORMING L EARNING : I NTEGRATING E VIDENCE -B ASED P RACTICE AND I NFORMATION L ITERACY S...

TRANSFORMING LEARNING: INTEGRATING EVIDENCE-BASED PRACTICE AND INFORMATION LITERACY SKILLS IN TEACHING PHYSICAL AND OCCUPATIONAL THERAPY STUDENTS

Jill Boruff, MLIS

Aliki Thomas, PhD, OT (c), erg.

School of Physical and Occupational Therapy

CONTEXT

Liaison model implemented in 2007

New professional Master’s programs in physical therapy and occupational therapy in 2007-2008

Ideal instructional context and environment for collaboration with faculty

Jill Boruff, [email protected]

Life Sciences LibraryMcGill University

CONTEXT

COURSE: POTH 250 Health Care Delivery 45-minute lecture on library resources traditionally in this

course All physical therapy and occupational therapy first year

undergraduates Dr. Aliki Thomas approached me to offer lecture and

workshop in this course.



INSTRUCTIONAL ACTIVITIES

90 minute lecture 90 minute workshop 1 searching assignment worth 10% of their final mark



GOAL OF OUR COLLABORATION

To provide introductory knowledge and skills in steps 1 and 2 of the EBP process so that students might begin to emulate it



EVIDENCE-BASED PRACTICE AND INFORMATION LITERACY

Formulating the clinical question

Searching the Evidence

Appraising the Evidence

Incorporating evidence into decision-making

Evaluating the Process

The information literate student accesses needed information effectively and efficiently.

The information literate student determines the nature and extent of the information needed.

Formulating the clinical question

Searching the Evidence

Information Literacy Competency Standards for Higher Education. http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf

INFORMATION LITERACY STANDARDS: A CONNECTION WITH EVIDENCE-BASED PRACTICE

EBP Step 1: Formulating a clinical question


Standard one: The information literate student determines the nature and extent of the information needed.

Learning activities

Explores general information sources to increase familiarity with the topic

Knowing general library resources: catalogue, dictionary, textbook, databases

Identifies key concepts and terms that describe the information need

Choosing concepts from basic case scenarios

Recognizes that knowledge can be organized into disciplines that influence the way information is accessed

Learning about health sciences databases like MEDLINE and CINAHL

EXAMPLE ACTIVITY FROM LECTURE: IDENTIFYING RESOURCES

Type of resource Example When to use this type of resource

Library Catalogue McGill Library Catalogue To discover what books and journals McGill has; To locate a book in the library; To locate the full text of a journal article.

Dictionary Mosby's Dictionary of Medicine, Nursing, & Health Professions

To find the definition to unfamiliar terms

Textbook Harrison’s Principles of Internal Medicine

To find an in-depth description of a general topic; to find the overview of a topic

Article Database MEDLINE To find journal articles on a specific topic

EXAMPLE CASE SCENARIO

Sara is a 75 year old who recently had a stroke and is having trouble using her left arm. The therapist who you are observing asks you to investigate the possibility of using virtual reality to improve Sara’s arm function.

INFORMATION LITERACY STANDARDS: A CONNECTION WITH EVIDENCE-BASED PRACTICE

EBP Step 2: Searching the Evidence

Standard two: The information literate student accesses needed information effectively and efficiently.

Learning activities

Identifies keywords, synonyms and related terms for the information needed

Understanding the differences between MeSH versus keyword

Constructs a search strategy using appropriate commands for the database selected

Learning about Boolean searching, subheadings, limits in Ovid MEDLINE

Assesses the quantity, quality, and relevance of the search results to determine whether alternative databases or investigative methods should be utilized

Finding relevant articles that answer the original case scenario


EXAMPLE LECTURE ACTIVITY: SUBJECT HEADING AND KEYWORD EXAMPLES

The MeSH Neoplasms searches for articles that talk about:CancerTumorTumourNeoplasmNeoplasms

There is no MeSH for constrained induced movement therapy so you must search:“constraint induced movement therapy” as a keyword.

Medical Subject Headings (MeSH) Keywords



Your case scenario:Mr. Johnson is a 44 year old car mechanic with chronic back pain due to a herniated disk sustained 7 months ago. He has decided to go to a private clinic for treatment. His therapists are considering using TENS (transcutaneous electrical nerve stimulation) to alleviate the pain.

Question 1: What are the main concepts of this case?




Question 2:For each concept, please find the appropriate Medical Subject Heading or limit. If there is no MeSH for a concept, please list possible synonyms to search for the concept.




Question 3:Go into Ovid Medline and design a search strategy to retrieve references to relevant articles for your case scenario.

Choose five relevant articles




Question 4:Find the full text of one of the five relevant articles that you found.





STUDENT MARKS -- 2010

5

6

7.5

8

8.5

9

9.5

10

3

1

1

4

8

14

42

38

Number of students

Poin

ts o

ut o

f 10

N = 104



6.5

7.5

8

8.5

9

9.5

10

4

4

3

7

19

21

42

Number of students

Poin

ts o

ut o

f 10

STUDENT MARKS -- 2011

N = 101

OBSERVATIONS ON THE ASSIGNMENT

Increased confidence in building searches and finding results Problems using limitsMisunderstanding difference between MeSH and keywords



BENEFITS OF OUR COLLABORATION Early exposure to Evidence-Based Practice and information literacy

concepts promotes the development of baseline knowledge and skills upon which students can build during their remaining years in the professional programs

Inter-professional collaboration between faculty with discipline-specific knowledge and librarians with information literacy expertise allows for a more comprehensive and targeted design of course content and assignments

Physical therapy and occupational therapy professional programs benefit from the integration and evaluation of information literacy concepts in tandem with Evidence-based Practice skills



FUTURE PLANS

Revaluate placement and/or design of assignmentAssess third year students for long-term retentionRevise third year information literacy workshop to reflect skills already taught in the first year



QUESTIONS?



T RANSFORMING L EARNING : I NTEGRATING E VIDENCE -B ASED P RACTICE AND I NFORMATION L ITERACY S...

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