Evidence based information seeking skills of young clinicians Rowena Cullen, Megan Clark, Rachel Esson
Longitudinal study 1995-2009 <ul><li>Focus – to improve skills of medical students ability to search and appraise literatu...
Research objectives <ul><li>1. What are the information seeking behaviours of these young clinicians in relation to querie...
Key points in literature <ul><li>Increased need for information literacy skills in online environment, proliferation of re...
Participants 4 th  year students 1995-2003, now Registrars and House surgeons   <ul><li>Cohort 1 -  control group (no  tra...
Method <ul><li>34 participants recruited  - at least some from each of the cohorts outlined above </li></ul><ul><li>Interv...
Findings <ul><li>Most claim to remember (even those with no training remember vaguely!) </li></ul><ul><li>What do they rem...
Current strategies include   <ul><li>Use of  Google (most often), UptoDate, Bpac (espec GPs), Colleagues, Medical database...
How they evaluated the information  they retrieved
How they evaluated their search skills <ul><li>Self-assessment against 7 search and appraisal skills (0,1,2; possible tota...
How experts searchers rated them
Reflections on their searching <ul><li>Confident (overconfident?) of their ability to search and apply information </li></...
Critical appraisal skills <ul><li>Appraisal </li></ul><ul><li>Can understand the principles </li></ul><ul><li>Poor searchi...
Influences on information  seeking behaviour   <ul><li>Personality  </li></ul><ul><li>Confidence </li></ul><ul><li>Variety...
Lessons learned  <ul><li>Searching skills require constant practice to remain effective </li></ul><ul><li>Without constant...
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Evidence-based Information Seeking Skills of Young Clinicians

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Rowena Cullen
School of Information Management, Victoria University of Wellington
www.vuw.ac.nz
(P38, 1/10/09, Skellerup Room, 11.28)

Published in: Health & Medicine, Education
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Evidence-based Information Seeking Skills of Young Clinicians

  1. 1. Evidence based information seeking skills of young clinicians Rowena Cullen, Megan Clark, Rachel Esson
  2. 2. Longitudinal study 1995-2009 <ul><li>Focus – to improve skills of medical students ability to search and appraise literature for clinical decision-making </li></ul><ul><li>Identify impact on life-long learning in challenging new health environment </li></ul><ul><li>Ongoing cohorts received various levels of training, assessed now as young clinicians </li></ul><ul><li>Intention to assess teaching intervention, changes in style, increase in EBM in terms of learning outcomes </li></ul>
  3. 3. Research objectives <ul><li>1. What are the information seeking behaviours of these young clinicians in relation to queries that arise during their clinical practice? </li></ul><ul><li>2. How much do they retain of the basic, and any additional training undergone during their clinical years? </li></ul><ul><li>3. Has the training they received had an impact on their current ability to search, retrieve and evaluate information relevant to their clinical practice? </li></ul>
  4. 4. Key points in literature <ul><li>Increased need for information literacy skills in online environment, proliferation of resources etc. </li></ul><ul><li>Ongoing evidence of lack of skill in search strategy, evaluation of items retrieved, applying knowledge </li></ul><ul><li>Debate about when intervention most effective – in early pre-clinical years, or when making clinical decisions </li></ul><ul><li>Negative attitude in early years, difficulty in creating ‘real-life’ situations </li></ul>
  5. 5. Participants 4 th year students 1995-2003, now Registrars and House surgeons <ul><li>Cohort 1 - control group (no training) 1995-1996 </li></ul><ul><li>Cohort 2 – 1 hour tutorial during orientation </li></ul><ul><li>Cohort 3 - received self-paced, assessed HI module as well </li></ul><ul><li>Cohort 4 – additional advanced Medline training, EBM, CATs </li></ul><ul><li>Cohort 5 - HI and EBM part of assessed coursework </li></ul>
  6. 6. Method <ul><li>34 participants recruited - at least some from each of the cohorts outlined above </li></ul><ul><li>Interviewed in medical library with full resources available, including: OVID Medline as well as PubMed </li></ul><ul><ul><li>Structured interviews </li></ul></ul><ul><ul><li>Self-evaluation of search skills </li></ul></ul><ul><ul><li>Evaluation by experts of search based on given scenario </li></ul></ul>
  7. 7. Findings <ul><li>Most claim to remember (even those with no training remember vaguely!) </li></ul><ul><li>What do they remember? </li></ul><ul><ul><li>the training took place </li></ul></ul><ul><ul><li>terms used (e.g. ‘Boolean’, ‘explode’ etc.) and some content </li></ul></ul><ul><ul><li>the interface they were trained on </li></ul></ul><ul><li>But not how to apply these </li></ul>
  8. 8. Current strategies include <ul><li>Use of Google (most often), UptoDate, Bpac (espec GPs), Colleagues, Medical databases </li></ul><ul><li>No apparent impact of EBM training </li></ul><ul><li>Medline use most reported, but not reflected in strategy searching primary literature, and search skills poor, espec EBM retrieval </li></ul><ul><li>Librarians rarely consulted </li></ul>
  9. 9. How they evaluated the information they retrieved
  10. 10. How they evaluated their search skills <ul><li>Self-assessment against 7 search and appraisal skills (0,1,2; possible total 14) </li></ul><ul><li>Skills reported by participants varied considerably </li></ul><ul><li>Rated selves best at </li></ul><ul><ul><li>Ability to search and find RCTs and systematic reviews (av = 1.9) </li></ul></ul><ul><ul><li>Ability to use ‘explode’ and ‘focus’ lowest ( av= .68) </li></ul></ul>
  11. 11. How experts searchers rated them
  12. 12. Reflections on their searching <ul><li>Confident (overconfident?) of their ability to search and apply information </li></ul><ul><li>Inadequate use of Medline </li></ul><ul><li>No correlation between more advanced EBM training and current skills </li></ul>
  13. 13. Critical appraisal skills <ul><li>Appraisal </li></ul><ul><li>Can understand the principles </li></ul><ul><li>Poor searching means poor data set </li></ul><ul><li>Implications for patient care </li></ul><ul><li>Application </li></ul><ul><li>In theory can apply the principles as taught </li></ul><ul><li>Implications for patient before them are less clear </li></ul>
  14. 14. Influences on information seeking behaviour <ul><li>Personality </li></ul><ul><li>Confidence </li></ul><ul><li>Variety of sources </li></ul><ul><li>Quality of sources </li></ul><ul><li>Speed </li></ul><ul><li>Role models </li></ul><ul><li>Facilitators and barriers </li></ul><ul><li>Range of resources available </li></ul><ul><li>Subject dependent </li></ul><ul><li>Course work/training dependent </li></ul><ul><li>Work place location </li></ul>
  15. 15. Lessons learned <ul><li>Searching skills require constant practice to remain effective </li></ul><ul><li>Without constant assessment as part of core medical skill students will not spend time learning to become proficient </li></ul><ul><li>Without an expectation by professional bodies that this skill is important it will not be valued by young clinicians </li></ul>

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