Collaborative Roles in Promoting Lifelong Learning: From Student to Physician
Council of Osteopathic Librarians
Council for Information & TechnologyAACOM 2006
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
Presentations Cathy Simon Susan Richard
Q&A after each Open Forum
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”?
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 Learning”?
Self-directed learning Self-initiative learning Active learning Contextual learning Continuing education
LL Requires:
Personal motivation Information-seeking skills Competencies to continue self-education
beyond completion of formal schooling
Candy (1991)
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…
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
Lifelong Learner Role:
1. Demonstrate knowledge of information resources
2. Retrieve information
3. Filter, evaluate, reconcile information
4. Exhibit good information habits
Demonstrate knowledge of information resources MEDLINE, other databases Textbooks & reference sources Diagnostic expert systems Medical internet sources
Instruction Assessment
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 Discriminate between types of information
sources Currency Format Authority Relevance Availability
Critically review research Weigh conflicting information
Instruction
Assessment
Exhibit good information habits
Multiple information sources Question quality/validity Base decisions on evidence rather than
opinion
Instruction Reference
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
1. Select tools for “keeping up”
2. Select appropriate hunting tool
3. Develop patient-centered, not evidence-centered, decision making
4. 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
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
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.
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