Presentation is loading. Please wait.

Presentation is loading. Please wait.

T RANSFORMING L EARNING : I NTEGRATING E VIDENCE -B ASED P RACTICE AND I NFORMATION L ITERACY S KILLS IN T EACHING P HYSICAL AND O CCUPATIONAL T HERAPY.

Similar presentations


Presentation on theme: "T RANSFORMING L EARNING : I NTEGRATING E VIDENCE -B ASED P RACTICE AND I NFORMATION L ITERACY S KILLS IN T EACHING P HYSICAL AND O CCUPATIONAL T HERAPY."— Presentation transcript:

1 T RANSFORMING L EARNING : I NTEGRATING E VIDENCE -B ASED P RACTICE AND I NFORMATION L ITERACY S KILLS IN T EACHING P HYSICAL AND O CCUPATIONAL T HERAPY S TUDENTS Jill Boruff, MLIS Aliki Thomas, PhD, OT (c), erg. School of Physical and Occupational Therapy

2 C ONTEXT Liaison model implemented in 2007 New professional Masters programs in physical therapy and occupational therapy in Ideal instructional context and environment for collaboration with faculty Jill Boruff, MLIS Life Sciences Library McGill University

3 C ONTEXT COURSE: POTH 250 Health Care Delivery 45-minute lecture on library resources traditionally in this course All physical therapy and occupational therapy first year undergraduates Dr. Aliki Thomas approached me to offer lecture and workshop in this course. Jill Boruff, MLIS Life Sciences Library McGill University

4 I NSTRUCTIONAL ACTIVITIES 90 minute lecture 90 minute workshop 1 searching assignment worth 10% of their final mark Jill Boruff, MLIS Life Sciences Library McGill University

5 G OAL OF OUR COLLABORATION To provide introductory knowledge and skills in steps 1 and 2 of the EBP process so that students might begin to emulate it Jill Boruff, MLIS Life Sciences Library McGill University

6 E VIDENCE -B ASED P RACTICE AND I NFORMATION L ITERACY Formulating the clinical question Searching the Evidence Appraising the Evidence Incorporating evidence into decision-making Evaluating the Process The information literate student accesses needed information effectively and efficiently. The information literate student determines the nature and extent of the information needed. Formulating the clinical question Searching the Evidence Information Literacy Competency Standards for Higher Education.

7 I NFORMATION L ITERACY S TANDARDS : A CONNECTION WITH E VIDENCE -B ASED P RACTICE EBP Step 1: Formulating a clinical question Information Literacy Competency Standards for Higher Education. Standard one: The information literate student determines the nature and extent of the information needed. Learning activities Explores general information sources to increase familiarity with the topic Knowing general library resources: catalogue, dictionary, textbook, databases Identifies key concepts and terms that describe the information need Choosing concepts from basic case scenarios Recognizes that knowledge can be organized into disciplines that influence the way information is accessed Learning about health sciences databases like MEDLINE and CINAHL

8 E XAMPLE ACTIVITY FROM L ECTURE : I DENTIFYING RESOURCES Type of resourceExampleWhen to use this type of resource Library CatalogueMcGill Library CatalogueTo discover what books and journals McGill has; To locate a book in the library; To locate the full text of a journal article. DictionaryMosby's Dictionary of Medicine, Nursing, & Health Professions To find the definition to unfamiliar terms TextbookHarrisons Principles of Internal Medicine To find an in-depth description of a general topic; to find the overview of a topic Article DatabaseMEDLINETo find journal articles on a specific topic

9 E XAMPLE C ASE S CENARIO Sara is a 75 year old who recently had a stroke and is having trouble using her left arm. The therapist who you are observing asks you to investigate the possibility of using virtual reality to improve Saras arm function.

10 I NFORMATION L ITERACY S TANDARDS : A CONNECTION WITH E VIDENCE -B ASED P RACTICE EBP Step 2: Searching the Evidence Standard two: The information literate student accesses needed information effectively and efficiently. Learning activities Identifies keywords, synonyms and related terms for the information needed Understanding the differences between MeSH versus keyword Constructs a search strategy using appropriate commands for the database selected Learning about Boolean searching, subheadings, limits in Ovid MEDLINE Assesses the quantity, quality, and relevance of the search results to determine whether alternative databases or investigative methods should be utilized Finding relevant articles that answer the original case scenario Information Literacy Competency Standards for Higher Education.

11 E XAMPLE L ECTURE ACTIVITY : S UBJECT H EADING AND K EYWORD EXAMPLES The MeSH Neoplasms searches for articles that talk about: Cancer Tumor Tumour Neoplasm Neoplasms There is no MeSH for constrained induced movement therapy so you must search: constraint induced movement therapy as a keyword. Medical Subject Headings (MeSH) Keywords Jill Boruff, MLIS Life Sciences Library McGill University

12 Your case scenario: Mr. Johnson is a 44 year old car mechanic with chronic back pain due to a herniated disk sustained 7 months ago. He has decided to go to a private clinic for treatment. His therapists are considering using TENS (transcutaneous electrical nerve stimulation) to alleviate the pain. Question 1: What are the main concepts of this case? Jill Boruff, MLIS Life Sciences Library McGill University

13 Your case scenario: Mr. Johnson is a 44 year old car mechanic with chronic back pain due to a herniated disk sustained 7 months ago. He has decided to go to a private clinic for treatment. His therapists are considering using TENS (transcutaneous electrical nerve stimulation) to alleviate the pain. Question 2: For each concept, please find the appropriate Medical Subject Heading or limit. If there is no MeSH for a concept, please list possible synonyms to search for the concept. Jill Boruff, MLIS Life Sciences Library McGill University

14 Your case scenario: Mr. Johnson is a 44 year old car mechanic with chronic back pain due to a herniated disk sustained 7 months ago. He has decided to go to a private clinic for treatment. His therapists are considering using TENS (transcutaneous electrical nerve stimulation) to alleviate the pain. Question 3: Go into Ovid Medline and design a search strategy to retrieve references to relevant articles for your case scenario. Choose five relevant articles Jill Boruff, MLIS Life Sciences Library McGill University

15 Your case scenario: Mr. Johnson is a 44 year old car mechanic with chronic back pain due to a herniated disk sustained 7 months ago. He has decided to go to a private clinic for treatment. His therapists are considering using TENS (transcutaneous electrical nerve stimulation) to alleviate the pain. Question 4: Find the full text of one of the five relevant articles that you found. Jill Boruff, MLIS Life Sciences Library McGill University

16 Jill Boruff, MLIS Life Sciences Library McGill University S TUDENT MARKS

17 Jill Boruff, MLIS Life Sciences Library McGill University S TUDENT MARKS N = 101

18 O BSERVATIONS ON THE ASSIGNMENT Increased confidence in building searches and finding results Problems using limits Misunderstanding difference between MeSH and keywords Jill Boruff, MLIS Life Sciences Library McGill University

19 B ENEFITS OF OUR COLLABORATION Early exposure to Evidence-Based Practice and information literacy concepts promotes the development of baseline knowledge and skills upon which students can build during their remaining years in the professional programs Inter-professional collaboration between faculty with discipline- specific knowledge and librarians with information literacy expertise allows for a more comprehensive and targeted design of course content and assignments Physical therapy and occupational therapy professional programs benefit from the integration and evaluation of information literacy concepts in tandem with Evidence-based Practice skills Jill Boruff, MLIS Life Sciences Library McGill University

20 F UTURE PLANS Revaluate placement and/or design of assignment Assess third year students for long-term retention Revise third year information literacy workshop to reflect skills already taught in the first year Jill Boruff, MLIS Life Sciences Library McGill University

21 Q UESTIONS ? Jill Boruff, MLIS Life Sciences Library McGill University


Download ppt "T RANSFORMING L EARNING : I NTEGRATING E VIDENCE -B ASED P RACTICE AND I NFORMATION L ITERACY S KILLS IN T EACHING P HYSICAL AND O CCUPATIONAL T HERAPY."

Similar presentations


Ads by Google