Evaluating the impact of information
skills training on health
professionals: looking beyond
satisfaction
About NICE
NICE and
NICE Evidence
Evidence – guidance – shared learning
IST Project Objectives
The Project Methods
Analysis of data
Can you structure the following question in a PICO
format?
 
Excellent (3 pts): Can explain the structure...
Results – has learning taken place?
• Sample represents 85% of all those attending the two
courses
Has learning taken plac...
Results – how is learning used?
New skills and
knowledge
“I do feel more confident in
carrying out quick searches and
I’m ...
Conclusions
Limitations
Thank you
• Fresno Test of Evidence Based Medicine:
http://www.westernu.edu/bin/oir/assessment/tools/evidenc
e_based_pract...
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Evaluating the impact of information skills training on health professionals: looking beyond satisfaction - Michael Raynor & Jenny Craven

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  • Evaluating the impact of information skills training on health professionals: looking beyond satisfaction - Michael Raynor & Jenny Craven

    1. 1. Evaluating the impact of information skills training on health professionals: looking beyond satisfaction
    2. 2. About NICE NICE and NICE Evidence Evidence – guidance – shared learning
    3. 3. IST Project Objectives
    4. 4. The Project Methods
    5. 5. Analysis of data Can you structure the following question in a PICO format?   Excellent (3 pts): Can explain the structure of PICO AND  can correctly identify the terms that reflect it.   Strong (2 pts): Can partly explain 2 or 3 elements of the  structure of PICO AND identify terms that reflect this.   Limited (1 pt): Can only explain 1element of the PICO  structure AND can identify the term that reflects this. May  need some prompting to answer this question.   Not evident (0 pts): Cannot answer the question. No  understanding of PICO
    6. 6. Results – has learning taken place? • Sample represents 85% of all those attending the two courses Has learning taken place? Average pre- training score (SD) Average post- training score (SD) Difference 3.6 (+/-2.0) 6.3 (+/-1.0) +2.7 (+/-2.5), p=0.016 (95%CI)
    7. 7. Results – how is learning used? New skills and knowledge “I do feel more confident in carrying out quick searches and I’m not so scared to have a go now.” Finding information “…now we can go to X, Y, or Z rather than going to the manufacturer and potentially asking what is seen as a stupid question, from their perspective.” Supporting people “I actually understand it now, while previously I didn’t really have a clue. So it’s really helpful in that sense, just to have a better idea of what the Information Specialists are doing.”
    8. 8. Conclusions
    9. 9. Limitations
    10. 10. Thank you • Fresno Test of Evidence Based Medicine: http://www.westernu.edu/bin/oir/assessment/tools/evidenc e_based_practice_rubric_example1.pdf • Just, M. L. (2012) Is literature search training for medical students and residents effective? a literature review. J Med Lib Assoc 100(4) October 2 michael.raynor@nice.org.uk jenny.craven@nice.org.uk
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