Collaborative Roles in Promoting Lifelong Learning: From Student to Physician

Council of Osteopathic Librarians

Council for Information & TechnologyAACOM 2006

Collaborative Roles in Promoting Lifelong Learning: From Student to Physician

Simon Schrick-Senasac, OMS-III, PDF

Susan Caldwell

Richard M. Kriebel, PhD

Catherine Pepper, MLIS, MPH

Session Format

Presentations Cathy Simon Susan Richard

Q&A after each Open Forum

AOA and LL

Seven core competencies Year 3: July 2006

Practice-based learning & improvement Systems-based practice

CME Continuum of education:

Pre-doc ed Post-doc training Board certification & re-certification

How can libraries intersect?

What is “Life-Long Learning”?

More than simple computer literacy Ability to recognize when you need additional

information Knowledge of where to go to obtain

information Ability to ask the proper question Skills to evaluate and act on the new

information Across time and contexts

What is “Life-Long Learning”?

Self-directed learning Self-initiative learning Active learning Contextual learning Continuing education

LL Requires:

Personal motivation Information-seeking skills Competencies to continue self-education

beyond completion of formal schooling

Candy (1991)

How to operationalize?

Self-Directed Learning Readiness Scale (SDLRS)

(Guglielmino, 1977) SDLRS and med students:

Scores did not increase during med school

(Frisby 1991)

Further definition…

Set of self-initiated activities – Behavioral Information-seeking skills – Capabilities Activated in those with sustained motiviation

to learn – Predisposition Ability to recognize learning needs --

Cognitive

How can libraries intersect?

AAMC Medical Informatics Objectives

Lifelong Learner Role:

1. Demonstrate knowledge of information resources

2. Retrieve information

3. Filter, evaluate, reconcile information

4. Exhibit good information habits

Demonstrate knowledge of information resources MEDLINE, other databases Textbooks & reference sources Diagnostic expert systems Medical internet sources

Instruction Assessment

Retrieve Information

Perform database searches using logical (Boolean) operators Reflects understanding of medical

language/terminology Relationships among medical terms and

concepts Refine search strategies to improve relevance

and completeness Identify and obtain full-text documents

Collections Instruction

Filter, evaluate, reconcile information Discriminate between types of information

sources Currency Format Authority Relevance Availability

Critically review research Weigh conflicting information

Instruction

Assessment

Exhibit good information habits

Multiple information sources Question quality/validity Base decisions on evidence rather than

opinion

Instruction Reference

EBM or Information Management?

Library EBM instruction has focused on critically evaluating medical literature

Realistic? Sufficient? “Satisficing” Predigested information Patient-centered?

Information management Usefulness = Relevance x Validity

Work

New skills

1. Select tools for “keeping up”

2. Select appropriate hunting tool

3. Develop patient-centered, not evidence-centered, decision making

4. Teaching Applied Information Management

Slawson, D.C. July 2005. Teaching evidence-based medicine: Should we be teaching information management instead? Academic Medicine 80(7), 685-9.

Questions

What role do libraries play in competency education?

How can libraries assist in lifelong learning? Without immediate instutional affiliation? Access to licensed resources? Collaboration in assessment, education,

access? How can faculty, students, physicians,

librarians collaborate to overcome perception that searching Internet = information literacy?

Articles

Tunanidas, AG. Sept. 2005. AOA commitment to quality and lifelong learning. JAOA 105(9), 404-7.

Slawson, D.C. July 2005. Teaching evidence-based medicine: Should we be teaching information management instead? Academic Medicine 80(7), 685-9.

Hojat, M. 2003. Operational measure of physician lifelong learning. Medical Teacher, 25(4), 433-7.