Evidence map›Paper›PMID 25031559›Full record

ArticleJournal of the Medical Library Association : JMLA2014

How are medical students trained to locate biomedical information to practice evidence-based medicine? A review of the 2007-2012 literature.

Lauren A Maggio, Janice Y Kung

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of the Medical Library Association : JMLA, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
17citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

17 citing papers in PubMed, 1 synthesis or guideline pooled it.

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  15. Redesigning journal club in residency.Advances in medical education and practice · 2016
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors.

Lauren A Maggiolmaggio@stanford.edu , Director of Research and Instruction, Lane Medical Library, Stanford University School of Medicine, 300 Pasteur Drive, Room L-109, Stanford, CA 94395; janice.kung@ualberta.ca , Administrator, MD Admissions, Undergraduate Medical Education, University of Alberta, 1-002 Katz Group Centre for Pharmacy and Health Research, Edmonton, AB, Canada.
Janice Y Kunglmaggio@stanford.edu , Director of Research and Instruction, Lane Medical Library, Stanford University School of Medicine, 300 Pasteur Drive, Room L-109, Stanford, CA 94395; janice.kung@ualberta.ca , Administrator, MD Admissions, Undergraduate Medical Education, University of Alberta, 1-002 Katz Group Centre for Pharmacy and Health Research, Edmonton, AB, Canada.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

objectivesThis study describes how information retrieval skills are taught in evidence-based medicine (EBM) at the undergraduate medical education (UGME) level.

methodsThe authors systematically searched MEDLINE, Scopus, Educational Resource Information Center, Web of Science, and Evidence-Based Medicine Reviews for English-language articles published between 2007 and 2012 describing information retrieval training to support EBM. Data on learning environment, frequency of training, learner characteristics, resources and information skills taught, teaching modalities, and instructor roles were compiled and analyzed.

resultsTwelve studies were identified for analysis. Studies were set in the United States (9), Australia (1), the Czech Republic (1), and Iran (1). Most trainings (7) featured multiple sessions with trainings offered to preclinical students (5) and clinical students (6). A single study described a longitudinal training experience. A variety of information resources were introduced, including PubMed, DynaMed, UpToDate, and AccessMedicine. The majority of the interventions (10) were classified as interactive teaching sessions in classroom settings. Librarians played major and collaborative roles with physicians in teaching and designing training. Unfortunately, few studies provided details of information skills activities or evaluations, making them difficult to evaluate and replicate.

conclusionsThis study reviewed the literature and characterized how EBM search skills are taught in UGME. Details are provided on learning environment, frequency of training, level of learners, resources and skills trained, and instructor roles. IMPLICATIONS: The results suggest a number of steps that librarians can take to improve information skills training including using a longitudinal approach, integrating consumer health resources, and developing robust assessments.

Indexed as

Health Knowledge, Attitudes, PracticeAustraliaCurriculumCzech RepublicEducation, Medical, UndergraduateEvidence-Based MedicineHumansInformation Storage and RetrievalIranPeriodicals as TopicStudents, MedicalTeachingUnited States

Identifiers

PMID25031559
PMCPMC4076127

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.