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 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 CollectionsInstruction

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 Teaching evidence-based medicine: Should we be teaching information management instead? Academic Medicine 80(7),

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 AOA commitment to quality and lifelong learning. JAOA 105(9), Slawson, D.C. July Teaching evidence- based medicine: Should we be teaching information management instead? Academic Medicine 80(7), Hojat, M Operational measure of physician lifelong learning. Medical Teacher, 25(4),