Library and Information Skills Teaching in Aberdeen Wendy Pirie Brenda Wilson

Outline Medical education - general, Aberdeen Library and Information Skills teaching Concluding thoughts

Medical education

The General Medical Council Sets objectives for medical education in UK Evaluates performance of medical schools against these objectives New framework for medical education - Tomorrow’s Doctors (1993)

Reduce factual information Promote –learning through curiosity and exploration –critical evaluation of evidence –capacity for self education

General model “Core” curriculum plus Special study modules (for all) Electives (for all) Intercalated degrees (for some)

Aberdeen MB course - general format I - fundamentals of medical sciences (3 terms) II - principles of clinical medicine (5 terms) III - specialist clinical practice (4 terms) IV - professional practice (3 terms)

Special Study Modules (for all) I - fundamentals of medical sciences (3 terms) team working II - principles of clinical medicine (5 terms) immunity and infection, population based disease III - specialist clinical practice (4 terms) ethics IV - professional practice (3 terms) five “consolidating” options

Format of SSMs Each four weeks’ duration Group work Mainly self-directed, tutor advises and guides Assessed through both written reports and oral presentations Often peer assessment as well as traditional

Intercalated degree (for some) Undergraduate ‘research’ degree Between phases II and III About a quarter of students (~40 per year) One term of taught courses, two terms of research

Library and Information Skills

LIS teaching in main course Emphasis on transferable skills Integrated into curriculum from conception: –Phase I community course –Phase I SSM1 –Phase II SSM2, ‘advanced’ LIS

LIS teaching in main course (2) Evaluated by academic staff via student output LIS elements in formal learning objectives, e.g. –Use library to perform literature search and assemble relevant information –Conduct database and internet resource search

LIS in intercalated degree Part of compulsory taught course In-depth session by library staff followed by course assignment: Produce search strategies for multiple databases Formally assessed (double marking, by librarian and academics) Assessment criteria relate to specific ‘deliverables’ in search strategies

Learning objectives be aware of the importance of accurate bibliographic citation know the main electronic bibliographic databases relevant for medical research, and the type of material each contains appreciate that no database in common use has universal coverage understand the main search terms available in Medline and how they can be applied in a literature search know how to conduct a systematic search of the internet for relevant, peer reviewed material

Example of assignment questions 1.What is the evidence that alcohol is involved in oesophageal carcinogenesis? 2.What psychological models can be used to design interventions to promote smoking cessation? 3.Does giving steroids to mothers in pre-term labour reduce the incidence of neonatal respiratory distress syndrome?

Concluding thoughts

Wide variation in student skills and attitudes to LIS Importance of academic tutors’ understanding Resources Staff development issues LIS needs to be the next communication skills