ArticleJournal of the Medical Library Association : JMLA2025
Physical therapy students' perceptions of embedded medical librarians within evidence-based practice courses: a mixed-methods pilot study.
Article in Journal of the Medical Library Association : JMLA, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
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.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective: Previous work within academic medical centers has indicated the potential value of embedded medical librarian programs within health sciences professional degree programs. This study sought to determine the perceived benefit that an embedded medical librarian (EML) provided to an evidence-based practice (EBP) course within an entry-level physical therapy degree program. Methods: Learners completed an anonymous survey at the end of an EBP course about the impact of the EML on the course and their own EML utilization. Frequency and percentages were calculated for quantitative data; qualitative data were analyzed using an iterative process for code development. Results: Forty (98%) learners completed the survey. Seventy-five point six percent of learners utilized the EML 1-2 times per class session and 31.7% outside of class sessions. Learners overwhelmingly "agreed" (53.7%) or "strongly agreed" (39.0%) that they would consult the EML for literature searches required in future courses. Seventy point seven percent "strongly agreed" that the EML improved their ability to conduct a literature search. All learners either "agreed" (43.9%) or "strongly agreed" (56.1%) that the EML added value to the course. Ninety point two percent considered the EML as an integral part of the course. Themes from the qualitative analysis agreed that the EML added value to the course and facilitated skills that would be useful throughout the curriculum. Conclusion: Learners believe that having an EML improves their ability to conduct a literature search. Providing learners with EML access during their education experience facilitates development of this skill. Early and continued instruction throughout the entry-level DPT curriculum in informatics ensures program compliance with accreditation standards.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.