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Digital competences in the curriculum of
postgraduate studies of health
professionals. The role of the librarian as
trainer in formative programmes.
Antonia María Fernández Luque
The context of the hospital libraries
• Medical Libraries or libraries specialized in health sciences are defined
within the fields of biomedicine, nursing and physiotherapy.
• Its mission is directed to users who need information for clinical practice,
teaching and research.
• Nowadays, Information literacy, digital competences, media literacy…
have been added to the professional practices of librarians working in
hospital libraries.
Digital competences in the curriculum of postgraduate studies of health professionals. The role of the librarian as trainer in formative programmes.
Antonia Maria Fernández-Luque. TEEM’17. Cádiz 19-20 octubre.
Hospital Library
Digital competences are of vital importance in the context of hospital
libraries, where training is provided to professionals already immersed in
professional practice and postgraduates in their training period (Doctors,
nurses, pharmacists and physiotherapists).
Digital Reading
Digital Reading
Despite the users of medical libraries being pioneers in the use
of information technologies, they have not received specific
training on social and digital reading neither the tools for digital
information management.
PubMed developments are mostly unnoticed for the user,
specific activities are not included in the programming of
continued training.
Digital Competences in Curriculum
• Curricular designs in the 21st century should include a formative
programme to achieve competence in the digital ecosystem.
• These concepts are also of vital importance in the context of the hospital
libraries, where training is provided to professionals already immersed in
professional practice and postgraduates in their training period.
Professional librarian role
• The position of the librarian as a centre of provision of information
resources including the promotion of teaching resources and materials.
• The learning of management systems; the virtual learning environments.
• The establishment of institutional repositories as open files where
professionals and/or students can access the set of learning objects.
• the study of the acquisicion of reading devices; the impact of reading
devices on the promotion of reading in the educational environment; and
the comparison between reading in digital and printed media
Lifelong learning of health
professionals in Axarquia
• The training program arises from a previous field work in the Health Area
of Axarquía. This study was based on a prospective analysis of the
Information Literacy competences of professionals in the Axarquía Area
during the year 2016 .
• The program is designed with the purpose of being a tool of empirical
analysis of the need to include within the curriculum of health
professionals the competences of Information Literacy and Media Literacy.
Objetive of the formative Progams
• The objective is to evaluate the training program based on the
achievements and levels of acceptance and satisfaction of the
professionals who participated.
• The purpose of being a tool of empirical analysis on the need to include
within the curriculum of health professionals the competences of
Information Literacy and Media Literacy.
Material and Method
• The training activities took place from April to June 2017.
• Five training sessions corresponding to the five basic competences on
ALFIN established in the Horizon 2020 of the European Union
Material and Methods
The Names of the Sessions
1.- Searching for information in health sciences.
2.- The management of the information: Bibliography management
tools.
3.- Creation of knowledge: The publishing ecosystem and the scientific
visibility.
4.- Communicating and Dissemination: Use and management of
scientific information, digital identity.
5.- Troubleshooting: Open Publishing at the Institutional Repositories
Material and Method
• Population: 116 participants in the on-site training actions, voluntarily
enrolled.
• The sessions were face to face and they were accredited by the
Andalusian Health Quality Agency.
• The institutional training platforms Gesforma and eValua .
• Teaching materials used for training activities: Blog, Pinterest, Slideshare,
Youtube, Twitter, Facebook and other communicative tools of web 2.0.
Social Networks
• The library’s Facebook : 3322 followers
• In order to provide training to the community of the
area of the Axarquía three new groups were created:
• o Group ALFIN community: 18 followers
• o Researchers Axarquía community: 43 followers
• o e-Axarquía Community: 520 followers
Other Library’s Social Networks are:
• o Twitter: 966 followers
• o Pinterest Community: 199 followers
• o Blog Training 2.735 visits.
Evaluation of the training activity
Pre-test and post-test evaluation on the contents and development of the
competence to be acquired. Satisfaction questionnaire for those attending
the activity.
Evaluation Satiafacction
Results and Discusion I
Summary of the training activities
Activity Title SN PT PP PN PO SO
Search and management of
information
13 86 59% 27% 14% 36
Management of the information 6 29 62.1% 37.9% 0 53
Communicating and disseminating
the information
3 5 3 0 0 47
Publish in open access. How and
Where
0 0 0 0 0 38
Digital identity of the professionals
of health
0 0 0 0 0 NP
SN: Number of session, PT: Number of Participants, PP: Percentage of physicians in the
participants, PN: Percentage of nurses in the participants. PO: Percentage of other
professionals. SO: Total number of applications. NP: Still not published
Satisfaction of the participants in the
training action.
Questionnaire items
Mean±s.d.
Activity 1 Activity 2
The aims and expectations regarding the session have been fulfilled. 8.71 ±1.03 9.2±1.0
The contents approached in the session have been found useful. 8.94±1,37 9.4±1.00
The results and conclusions reached in the session can be applied
directly to my professional practice.
9.02±1.39 9.52±0.87
The didactic methodology used by the teachers has been
appropriate for the optimal development of the session.
8.4±2.15 8.48±1.29
In general terms, I feel satisfied with the participation of the people
who have participated as teachers.
9.00±1.11 9.72±0.84
The teacher has transmitted and expressed properly the ideas and
contents with the correct use of verbal and non-verbal expression.
9.15±1.41 9.56±1.26
The teacher has shown a command of the contents presented. 9.25±0.96 9.76±0.66
The teacher has achieved the involvement of the participants in the
development of the session.
9.05±9.05 9.72±0.89
In general terms, I feel satisfied with the development of the
session.
8.99±1.41 9.360.86
Conclusions I
• The activity has been positively valued for the
appropriateness and relevance of the contents, but it was
insufficient to achieve effectively the proposed objectives.
• We conclude that health professionals have credible
competences in the use of information and in problem
solving. But they do not know the instrumental means of
the new digital ecosystem of access, production,
management and dissemination of information.
• Health professionals in the knowledge society demand
educational programs that include the ALFIN and AMI
competencies to promote lifelong learning. Local, regional
and state authorities should adopt strategies for the health
professionals to acquire informational skills.
Conclusions II
• The strategy should promote the professional
development of health librarians as integrated
personnel in training programs that are based on
principles and practices on information competencies
• The digital ecosystem has transformed work routines in
health libraries which have led to a change of roles
among the professionals working in them.
• The change must involve the librarian's commitment to
continuous learning, collaboration and integration of
the teaching staff in the tasks of literacy, addressing
problem solving and promoting confidence in the
processes of change.
thank you very much for your
attention.

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Digital competences in the curriculum of postgraduate studies of health professionals. The role of the librarian as trainer in formative programmes.

  • 1. Digital competences in the curriculum of postgraduate studies of health professionals. The role of the librarian as trainer in formative programmes. Antonia María Fernández Luque
  • 2. The context of the hospital libraries • Medical Libraries or libraries specialized in health sciences are defined within the fields of biomedicine, nursing and physiotherapy. • Its mission is directed to users who need information for clinical practice, teaching and research. • Nowadays, Information literacy, digital competences, media literacy… have been added to the professional practices of librarians working in hospital libraries. Digital competences in the curriculum of postgraduate studies of health professionals. The role of the librarian as trainer in formative programmes. Antonia Maria Fernández-Luque. TEEM’17. Cádiz 19-20 octubre.
  • 3. Hospital Library Digital competences are of vital importance in the context of hospital libraries, where training is provided to professionals already immersed in professional practice and postgraduates in their training period (Doctors, nurses, pharmacists and physiotherapists).
  • 5. Digital Reading Despite the users of medical libraries being pioneers in the use of information technologies, they have not received specific training on social and digital reading neither the tools for digital information management. PubMed developments are mostly unnoticed for the user, specific activities are not included in the programming of continued training.
  • 6. Digital Competences in Curriculum • Curricular designs in the 21st century should include a formative programme to achieve competence in the digital ecosystem. • These concepts are also of vital importance in the context of the hospital libraries, where training is provided to professionals already immersed in professional practice and postgraduates in their training period.
  • 7. Professional librarian role • The position of the librarian as a centre of provision of information resources including the promotion of teaching resources and materials. • The learning of management systems; the virtual learning environments. • The establishment of institutional repositories as open files where professionals and/or students can access the set of learning objects. • the study of the acquisicion of reading devices; the impact of reading devices on the promotion of reading in the educational environment; and the comparison between reading in digital and printed media
  • 8. Lifelong learning of health professionals in Axarquia • The training program arises from a previous field work in the Health Area of Axarquía. This study was based on a prospective analysis of the Information Literacy competences of professionals in the Axarquía Area during the year 2016 . • The program is designed with the purpose of being a tool of empirical analysis of the need to include within the curriculum of health professionals the competences of Information Literacy and Media Literacy.
  • 9. Objetive of the formative Progams • The objective is to evaluate the training program based on the achievements and levels of acceptance and satisfaction of the professionals who participated. • The purpose of being a tool of empirical analysis on the need to include within the curriculum of health professionals the competences of Information Literacy and Media Literacy.
  • 10. Material and Method • The training activities took place from April to June 2017. • Five training sessions corresponding to the five basic competences on ALFIN established in the Horizon 2020 of the European Union
  • 11. Material and Methods The Names of the Sessions 1.- Searching for information in health sciences. 2.- The management of the information: Bibliography management tools. 3.- Creation of knowledge: The publishing ecosystem and the scientific visibility. 4.- Communicating and Dissemination: Use and management of scientific information, digital identity. 5.- Troubleshooting: Open Publishing at the Institutional Repositories
  • 12. Material and Method • Population: 116 participants in the on-site training actions, voluntarily enrolled. • The sessions were face to face and they were accredited by the Andalusian Health Quality Agency. • The institutional training platforms Gesforma and eValua . • Teaching materials used for training activities: Blog, Pinterest, Slideshare, Youtube, Twitter, Facebook and other communicative tools of web 2.0.
  • 13. Social Networks • The library’s Facebook : 3322 followers • In order to provide training to the community of the area of the Axarquía three new groups were created: • o Group ALFIN community: 18 followers • o Researchers Axarquía community: 43 followers • o e-Axarquía Community: 520 followers Other Library’s Social Networks are: • o Twitter: 966 followers • o Pinterest Community: 199 followers • o Blog Training 2.735 visits.
  • 14. Evaluation of the training activity Pre-test and post-test evaluation on the contents and development of the competence to be acquired. Satisfaction questionnaire for those attending the activity.
  • 16. Results and Discusion I Summary of the training activities Activity Title SN PT PP PN PO SO Search and management of information 13 86 59% 27% 14% 36 Management of the information 6 29 62.1% 37.9% 0 53 Communicating and disseminating the information 3 5 3 0 0 47 Publish in open access. How and Where 0 0 0 0 0 38 Digital identity of the professionals of health 0 0 0 0 0 NP SN: Number of session, PT: Number of Participants, PP: Percentage of physicians in the participants, PN: Percentage of nurses in the participants. PO: Percentage of other professionals. SO: Total number of applications. NP: Still not published
  • 17. Satisfaction of the participants in the training action. Questionnaire items Mean±s.d. Activity 1 Activity 2 The aims and expectations regarding the session have been fulfilled. 8.71 ±1.03 9.2±1.0 The contents approached in the session have been found useful. 8.94±1,37 9.4±1.00 The results and conclusions reached in the session can be applied directly to my professional practice. 9.02±1.39 9.52±0.87 The didactic methodology used by the teachers has been appropriate for the optimal development of the session. 8.4±2.15 8.48±1.29 In general terms, I feel satisfied with the participation of the people who have participated as teachers. 9.00±1.11 9.72±0.84 The teacher has transmitted and expressed properly the ideas and contents with the correct use of verbal and non-verbal expression. 9.15±1.41 9.56±1.26 The teacher has shown a command of the contents presented. 9.25±0.96 9.76±0.66 The teacher has achieved the involvement of the participants in the development of the session. 9.05±9.05 9.72±0.89 In general terms, I feel satisfied with the development of the session. 8.99±1.41 9.360.86
  • 18. Conclusions I • The activity has been positively valued for the appropriateness and relevance of the contents, but it was insufficient to achieve effectively the proposed objectives. • We conclude that health professionals have credible competences in the use of information and in problem solving. But they do not know the instrumental means of the new digital ecosystem of access, production, management and dissemination of information. • Health professionals in the knowledge society demand educational programs that include the ALFIN and AMI competencies to promote lifelong learning. Local, regional and state authorities should adopt strategies for the health professionals to acquire informational skills.
  • 19. Conclusions II • The strategy should promote the professional development of health librarians as integrated personnel in training programs that are based on principles and practices on information competencies • The digital ecosystem has transformed work routines in health libraries which have led to a change of roles among the professionals working in them. • The change must involve the librarian's commitment to continuous learning, collaboration and integration of the teaching staff in the tasks of literacy, addressing problem solving and promoting confidence in the processes of change.
  • 20. thank you very much for your attention.