collaborative roles in promoting lifelong learning from student to physician l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Collaborative Roles in Promoting Lifelong Learning: From Student to Physician PowerPoint Presentation
Download Presentation
Collaborative Roles in Promoting Lifelong Learning: From Student to Physician

Loading in 2 Seconds...

play fullscreen
1 / 18

Collaborative Roles in Promoting Lifelong Learning: From Student to Physician - PowerPoint PPT Presentation


  • 276 Views
  • Uploaded on

Collaborative Roles in Promoting Lifelong Learning: From Student to Physician Council of Osteopathic Librarians Council for Information & Technology AACOM 2006 Collaborative Roles in Promoting Lifelong Learning: From Student to Physician

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Collaborative Roles in Promoting Lifelong Learning: From Student to Physician' - Mia_John


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
collaborative roles in promoting lifelong learning from student to physician

Collaborative Roles in Promoting Lifelong Learning: From Student to Physician

Council of Osteopathic Librarians

Council for Information & Technology

AACOM 2006

collaborative roles in promoting lifelong learning from student to physician2

Collaborative Roles in Promoting Lifelong Learning: From Student to Physician

Simon Schrick-Senasac, OMS-III, PDF

Susan Caldwell

Richard M. Kriebel, PhD

Catherine Pepper, MLIS, MPH

session format
Session Format
  • Presentations
    • Cathy
    • Simon
    • Susan
    • Richard
  • Q&A after each
  • Open Forum
aoa and ll
AOA and LL
  • Seven core competencies
  • Year 3: July 2006
    • Practice-based learning & improvement
    • Systems-based practice
  • CME
    • Continuum of education:
      • Pre-doc ed
      • Post-doc training
      • Board certification & re-certification

How can libraries intersect?

what is life long learning
What is “Life-Long Learning”?
  • More than simple computer literacy
  • Ability to recognize when you need additional information
  • Knowledge of where to go to obtain information
  • Ability to ask the proper question
  • Skills to evaluate and act on the new information
  • Across time and contexts
what is life long learning6
What is “Life-Long Learning”?
  • Self-directed learning
  • Self-initiative learning
  • Active learning
  • Contextual learning
  • Continuing education
ll requires
LL Requires:
  • Personal motivation
  • Information-seeking skills
  • Competencies to continue self-education beyond completion of formal schooling

Candy (1991)

how to operationalize
How to operationalize?
  • Self-Directed Learning Readiness Scale (SDLRS)

(Guglielmino, 1977)

  • SDLRS and med students:
    • Scores did not increase during med school

(Frisby 1991)

further definition
Further definition…
  • Set of self-initiated activities – Behavioral
  • Information-seeking skills – Capabilities
  • Activated in those with sustained motiviation to learn – Predisposition
  • Ability to recognize learning needs -- Cognitive

How can libraries intersect?

aamc medical informatics objectives
AAMC Medical Informatics Objectives

Lifelong Learner Role:

  • Demonstrate knowledge of information resources
  • Retrieve information
  • Filter, evaluate, reconcile information
  • Exhibit good information habits
demonstrate knowledge of information resources
Demonstrate knowledge of information resources
  • MEDLINE, other databases
  • Textbooks & reference sources
  • Diagnostic expert systems
  • Medical internet sources

Instruction Assessment

retrieve information
Retrieve Information
  • Perform database searches using logical (Boolean) operators
    • Reflects understanding of medical language/terminology
    • Relationships among medical terms and concepts
  • Refine search strategies to improve relevance and completeness
  • Identify and obtain full-text documents

Collections Instruction

filter evaluate reconcile information
Filter, evaluate, reconcile information
  • Discriminate between types of information sources
    • Currency
    • Format
    • Authority
    • Relevance
    • Availability
  • Critically review research
    • Weigh conflicting information

Instruction

Assessment

exhibit good information habits
Exhibit good information habits
  • Multiple information sources
  • Question quality/validity
  • Base decisions on evidence rather than opinion

Instruction Reference

ebm or information management
EBM or Information Management?
  • Library EBM instruction has focused on critically evaluating medical literature
  • Realistic? Sufficient?
    • “Satisficing”
    • Predigested information
    • Patient-centered?
  • Information management
    • Usefulness = Relevance x Validity

Work

new skills
New skills
  • Select tools for “keeping up”
  • Select appropriate hunting tool
  • Develop patient-centered, not evidence-centered, decision making
  • Teaching Applied Information Management

Slawson, D.C. July 2005. Teaching evidence-based medicine: Should we be teaching information management instead? Academic Medicine 80(7), 685-9.

questions
Questions
  • What role do libraries play in competency education?
  • How can libraries assist in lifelong learning?
    • Without immediate instutional affiliation?
    • Access to licensed resources?
    • Collaboration in assessment, education, access?
  • How can faculty, students, physicians, librarians collaborate to overcome perception that searching Internet = information literacy?
articles
Articles
  • Tunanidas, AG. Sept. 2005. AOA commitment to quality and lifelong learning. JAOA 105(9), 404-7.
  • Slawson, D.C. July 2005. Teaching evidence-based medicine: Should we be teaching information management instead? Academic Medicine 80(7), 685-9.
  • Hojat, M. 2003. Operational measure of physician lifelong learning. Medical Teacher, 25(4), 433-7.