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Evidence Based Medicine:  Integrating Information Literacy into the Curriculum  Presented by Amber Burtis [email_address] ...
Overview <ul><li>Definition of EBM </li></ul><ul><li>EBM Steps </li></ul><ul><li>EBM and Information Literacy </li></ul><u...
What is EBM? <ul><li>The integration of: </li></ul><ul><ul><li>individual clinical expertise </li></ul></ul><ul><ul><li>be...
EBM Steps <ul><li>Step 1 :  FORMULATE  an answerable question  </li></ul><ul><ul><ul><li>P  - the  P atient or  P roblem  ...
<ul><ul><li>Step 2 :  SEARCH  for the best evidence </li></ul></ul><ul><li>Step 3 :  ASSESS  the validity and usefulness o...
<ul><li>Step 4 :  APPLY  the evidence  </li></ul><ul><ul><li>Are the outcomes of the evidence relevant to the patient/prob...
ACRL Information  Literacy Standards <ul><li>Determine the nature and extent of information needed </li></ul><ul><li>Acces...
Information Literacy:  The Old Model vs. The New Model   <ul><li>The Old Model: </li></ul><ul><li>Teaches skills to find p...
Information Literacy:  The Old Model vs. The New Model   <ul><li>The New Model: </li></ul><ul><li>Introduces information l...
Integrating EBM into Curriculum <ul><li>Websites </li></ul><ul><li>Web-based Tutorials </li></ul><ul><li>Web-based Researc...
Questions? <ul><li>Time for Questions and Answers   </li></ul><ul><li>Sources: </li></ul><ul><li>Graphic Adapted From: Evi...
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Evidence Based Medicine: Integrating Information Literacy into the Curriculum

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Transcript of "Evidence Based Medicine: Integrating Information Literacy into the Curriculum"

  1. 1. Evidence Based Medicine: Integrating Information Literacy into the Curriculum Presented by Amber Burtis [email_address] http://healthandlifescienceslibrarian.blogspot.com/
  2. 2. Overview <ul><li>Definition of EBM </li></ul><ul><li>EBM Steps </li></ul><ul><li>EBM and Information Literacy </li></ul><ul><li>Integration of EBM Model of Information Literacy into Curriculum </li></ul>
  3. 3. What is EBM? <ul><li>The integration of: </li></ul><ul><ul><li>individual clinical expertise </li></ul></ul><ul><ul><li>best available systematically reviewed evidence from research and relevant population data </li></ul></ul><ul><ul><li>patient preferences </li></ul></ul><ul><li>Sackett, et al. Evidence based medicine: what it is and what it isn't.BMJ.1996Jan 13; 312 (7023):71-2. </li></ul>
  4. 4. EBM Steps <ul><li>Step 1 : FORMULATE an answerable question </li></ul><ul><ul><ul><li>P - the P atient or P roblem </li></ul></ul></ul><ul><ul><ul><li>I - the I ntervention </li></ul></ul></ul><ul><ul><ul><li>C - the C omparative intervention </li></ul></ul></ul><ul><ul><ul><li>O - the desired O utcome </li></ul></ul></ul><ul><ul><ul><li>P - Adults with repetitive strain injury </li></ul></ul></ul><ul><ul><ul><li>I - Painkillers </li></ul></ul></ul><ul><ul><ul><li>C - Massage therapy </li></ul></ul></ul><ul><ul><ul><li>O - Relief of pain </li></ul></ul></ul><ul><li>For adult patients with repetitive strain injury, are painkillers more effective than massage therapy for pain relief? </li></ul>
  5. 5. <ul><ul><li>Step 2 : SEARCH for the best evidence </li></ul></ul><ul><li>Step 3 : ASSESS the validity and usefulness of the search results </li></ul><ul><ul><ul><li>Critical Appraisal Tools </li></ul></ul></ul>Textbooks Individual Research Studies Critically Appraised Research Studies Summaries of the Evidence
  6. 6. <ul><li>Step 4 : APPLY the evidence </li></ul><ul><ul><li>Are the outcomes of the evidence relevant to the patient/problem? </li></ul></ul><ul><ul><li>Do the results apply to my patient? </li></ul></ul><ul><ul><li>Is my patient likely to benefit from this change in practice? </li></ul></ul><ul><ul><li>What do the patient and the patient's family want? </li></ul></ul><ul><li>Step 5 : REFLECT on the application of the evidence </li></ul><ul><ul><li>Was the desired outcome achieved? </li></ul></ul>
  7. 7. ACRL Information Literacy Standards <ul><li>Determine the nature and extent of information needed </li></ul><ul><li>Access needed information effectively and efficiently </li></ul><ul><li>Evaluate information and sources critically </li></ul><ul><li>Use information effectively to accomplish a specific purpose </li></ul><ul><li>Use information ethically and legally </li></ul>
  8. 8. Information Literacy: The Old Model vs. The New Model <ul><li>The Old Model: </li></ul><ul><li>Teaches skills to find print and electronic resources in the library </li></ul><ul><li>Limits instruction to basic literature searching skills </li></ul><ul><li>Fails to fully integrate instruction into curriculum </li></ul><ul><li>Lacks a focus on the application of skills to coursework and future professional settings </li></ul>
  9. 9. Information Literacy: The Old Model vs. The New Model <ul><li>The New Model: </li></ul><ul><li>Introduces information literacy campus-wide </li></ul><ul><li>Focuses on the EBM model of information literacy and its integration into the curriculum </li></ul><ul><li>Uses technology to promote effective instruction </li></ul><ul><li>Focuses on problem-based instruction which can be applied to coursework and professional settings </li></ul><ul><li>Employs standards for learning objectives, rubrics and assessments </li></ul>
  10. 10. Integrating EBM into Curriculum <ul><li>Websites </li></ul><ul><li>Web-based Tutorials </li></ul><ul><li>Web-based Research Guides </li></ul><ul><li>Web 2.0 Applications </li></ul><ul><li>Integrated Course Management Systems </li></ul><ul><li>Information Literacy Instruction </li></ul><ul><li>Collaborative Curriculum Development </li></ul>
  11. 11. Questions? <ul><li>Time for Questions and Answers </li></ul><ul><li>Sources: </li></ul><ul><li>Graphic Adapted From: Evidence-Based Practice Tutorial for Nurses.Penn State University Libraries. http://www.lias.psu.edu/instruction/ebpt/learnmore/resources.htm </li></ul><ul><li>Introduction to Evidence-Based Medicine.Duke University Medical Center Library and the University of North Carolina at Chapel Hill Health Science Library. http://www.hsl.unc.edu/services/tutorials/ebm/index.htm </li></ul>

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