A scoping review of librarian involvement in competency-based medical education
Keywords:
Competency-Based Education, CBME, Evidence-Based Medicine, EBM, Problem-based learning, case-based learning, entrustable professional activities, self-regulated learning, lifelong learning, librarians, libraries, Instruction, education, learning, curriculum, training, undergraduate medical educationAbstract
Objective: A scoping review was undertaken to understand the extent of literature on librarian involvement in competency-based medical education (CBME).
Methods: We followed Joanna Briggs Institute methodology and PRISMA-ScR reporting guidelines. A search of peer-reviewed literature was conducted on December 31, 2022, in Medline, Embase, ERIC, CINAHL Complete, SCOPUS, LISS, LLIS, and LISTA. Studies were included if they described librarian involvement in the planning, delivery, or assessment of CBME in an LCME-accredited medical school and were published in English. Outcomes included characteristics of the inventions (duration, librarian role, content covered) and of the outcomes and measures (level on Kirkpatrick Model of Training Evaluation, direction of findings, measure used).
Results: Fifty studies were included of 11,051 screened: 46 empirical studies or program evaluations and four literature reviews. Studies were published in eight journals with two-thirds published after 2010. Duration of the intervention ranged from 30 minutes to a semester long. Librarians served as collaborators, leaders, curriculum designers, and evaluators. Studies primarily covered asking clinical questions and finding information and most often assessed reaction or learning outcomes.
Conclusions: A solid base of literature on librarian involvement in CBME exists; however, few studies measure user behavior or use validated outcomes measures. When librarians are communicating their value to stakeholders, having evidence for the contributions of librarians is essential. Existing publications may not capture the extent of work done in this area. Additional research is needed to quantify the impact of librarian involvement in competency-based medical education.
References
Nicholson J., Spak J.M., Kovar-Gough I., Lorbeer E.R., Adams N.E. Entrustable professional activity 7: opportunities to collaborate on evidence-based medicine teaching and assessment of medical students. BMC Med Educ. 2019;19(1):330.
Dorsch JL, Perry GJ. Evidence-based medicine at the intersection of research interests between academic health sciences librarians and medical educators: a review of the literature. Journal of the Medical Library Association : JMLA. 2012;100(4):251–7.
Arksey H, O’Malley L. Scoping Studies: Towards a Methodological Framework. International journal of social research methodology. 2005;8:19–32.
JBI Manual for Evidence Synthesis - JBI Global Wiki [Internet]. [cited 2024 Feb 19]. Available from: https://jbi-global-wiki.refined.site/space/MANUAL
Tricco AC, Lillie E, Zarin W, O’Brien KK, Colquhoun H, Levac D, Moher D, Peters MD, Horsley T, Weeks L. PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Annals of internal medicine. 2018;
Competency-Based Medical Education (CBME) [Internet]. AAMC. [cited 2024 Feb 19]. Available from: https://www.aamc.org/about-us/mission-areas/medical-education/cbme
Maggio LA, Durieux N, Tannery NH. Librarians in Evidence-Based Medicine Curricula: A Qualitative Study of Librarian Roles, Training, and Desires for Future Development. Medical Reference Services Quarterly. 2015;34(4):428–40.
Kirkpatrick DL. Evaluation of training. In: Training and development handbook. New York, NY: McGraw Hill; 1967. p. 87–112.
Abate LE, Gomes A, Linton A. Engaging students in active learning: use of a blog and audience response system. Medical reference services quarterly. 2011;30(1):12–8.
Adams NE. Asking a Great Question: A Librarian Teaches Questioning Skills to First-Year Medical Students. Medical reference services quarterly. 2015;34(4):418–27.
Aronoff N, Stellrecht E, Lyons AG, Zafron ML, Glogowski M, Grabowski J, Ohtake PJ. Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience. Journal of the Medical Library Association : JMLA. 2017;105(4):376–84.
Blake L., Yang F.M., Brandon H., Wilson B., Page R. A Clinical Librarian Embedded in Medical Education: Patient-Centered Encounters for Preclinical Medical Students. Med Ref Serv Q. 2018;37(1):19–30.
Blanco MA, Capello CF, Dorsch JL, Perry G (Jerry), Zanetti ML. A survey study of evidence-based medicine training in US and Canadian medical schools. Journal of the Medical Library Association. 2014;102(3):160–8.
Blumenthal JL, Mays BE, Weinfeld JM, Banks MA, Shaffer J. Informatics education. Defining and assessing medical informatics competencies. Medical Reference Services Quarterly. 2005;24(2):95–102.
Brahmi FA, London SK, Emmett TW, Barclay AR, Kaneshiro KN. Teaching lifelong learning skills in a fourth-year medical curriculum. Medical Reference Services Quarterly. 1999;18(2):1–11.
Brown JF, Nelson JL. Integration of information literacy into a revised medical school curriculum. Medical reference services quarterly. 2003;22(3):63–74.
Burrows SC, Tylman V. Evaluating medical student searches of MEDLINE for evidence-based information: process and application of results. Bulletin of the Medical Library Association. 1999;87(4):471–6.
Butera G, Gomes AW, Kakar S. Expanding our roles: embedded in curriculum design. Medical reference services quarterly. 2014;33(3):292–301.
Cyrus JWW, Duggar DC, Woodson D, Timm DF, Mclarty JW, Pullen K, Baggett MP, Banks DE. Assessing the FACTTS: An Evidence-Based Medicine and Critical Appraisal Course for Medical Students. Medical Reference Services Quarterly. 2013;32(2):209–18.
Dorsch JL, Aiyer MK, Meyer LE. Impact of an evidence-based medicine curriculum on medical students’ attitudes and skills. Journal of the Medical Library Association : JMLA. 2004;92(4):397–406.
Earl MF, Hensley K, Fisher JS, Kelley MJ, Merrick D. Faculty involvement in problem-based library orientation for first-year medical students. Bulletin of the Medical Library Association. 1996;84(3):411–6.
Eldredge JD, Teal JB, Ducharme JC, Harris RM, Croghan L, Perea JA. The roles of library liaisons in a problem-based learning (PBL) medical school curriculum: a case study from University of New Mexico. Health libraries review. 1998;15(3):185–94.
Eldredge J., Schiff M.A., Langsjoen J.O., Jerabek R.N. Question formulation skills training using a novel rubric with first-year medical students. Journal of the Medical Library Association : JMLA. 2021;109(1):68–74.
Gagliardi JP, Stinnett SS, Schardt C. Innovation in evidence-based medicine education and assessment: an interactive class for third- and fourth-year medical students 53. Journal of the Medical Library Association. 2012;100(4):306–9.
Gaines JK, Blake L, Kouame G, Davies KJ, Ballance D, Thomas Gaddy V, Gallman E, Russell M, Wood E. Partnering to Analyze Selection of Resources by Medical Students for Case-Based Small Group Learning: A Collaboration between Librarians and Medical Educators. Medical reference services quarterly. 2018;37(3):249–65.
Getselman A, White MS. Use of a pre-assessment tool to start a meaningful dialogue: new paradigms in library instruction. Medical reference services quarterly. 2011;30(3):245–56.
Geyer EM, Irish DE. Isolated to integrated: an evolving medical informatics curriculum. Medical reference services quarterly. 2008;27(4):451–61.
Gibson KE, Silverberg M. A two-year experience teaching computer literacy to first-year medical students using skill-based cohorts. Bulletin of the Medical Library Association. 2000;88(2):157–64.
Gruppen LD, Rana GK, Arndt TS. A controlled comparison study of the efficacy of training medical students in evidence-based medicine literature searching skills. Academic Medicine. 2005;80(10):940–4.
Haley J. Interprofessional collaboration between health sciences librarians and health professions faculty to implement a book club discussion for incoming students. Journal of the Medical Library Association. 2019;107(3):403–10.
Hersh WR, Crabtree MK, Hickam DH, Sacherek L, Friedman CP, Tidmarsh P, Mosbaek C, Kraemer D, Hersh WR, Crabtree MK, Hickam DH, Sacherek L, Friedman CP, Tidmarsh P, Mosbaek C, Kraemer D. Factors associated with success in searching MEDLINE and applying evidence to answer clinical questions. Journal of the American Medical Informatics Association. 2002;9(3):283–93.
Kaplowitz J, Wilkerson L. Reaching and teaching new medical students. Academic medicine : journal of the Association of American Medical Colleges. 2002;77(11):1173.
Kaufman C, Conway S, Gallagher KE. Health information resources: tradition and innovation in a medical school curriculum. Medical reference services quarterly. 1999;18(1):11–23.
Lawrence JC, Levy LS. Comparing the self-described searching knowledge of first-year medical and dental students before and after a MEDLINE class. Medical Reference Services Quarterly. 2004;23(1):73–81.
MacEachern M, Townsend W, Young K, Rana G. Librarian Integration in a Four-Year Medical School Curriculum: A Timeline. Medical Reference Services Quarterly. 2012;31(1):105–14.
Menard L, Blevins AE, Trujillo DJ, Lazarus KH. Integrating evidence-based medicine skills into a medical school curriculum: a quantitative outcomes assessment. BMJ Evid Based Med. 2021;26(5):249–50.
Minuti A, Sorensen K, Schwartz R, King WS, Glassman NR, Habousha RG. Librarians Flip for Students: Teaching Searching Skills to Medical Students Using a Flipped Classroom Approach. Medical reference services quarterly. 2018;37(2):119–31.
Morley SK, Hendrix IC. “Information Survival Skills”: a medical school elective. Journal of the Medical Library Association : JMLA. 2012;100(4):297–302.
Muellenbach JM, Houk KM, E Thimons D, Rodriguez B. Integrating Information Literacy and Evidence-Based Medicine Content within a New School of Medicine Curriculum: Process and Outcome. Medical reference services quarterly. 2018;37(2):198–206.
Nelson TM. Preparing for Practice: Strengthening Third-Year Medical Students’ Awareness of Point-of-Care Resources. Medical Reference Services Quarterly. 2018;37(3):312–8.
Nevius AM, Ettien A, Link AP, Sobel LY. Library instruction in medical education: a survey of current practices in the United States and Canada. Journal of the Medical Library Association. 2018;106(1):98–107.
O’Dwyer L, Kerns SC. Evolution of an information literacy curriculum for third-year medical students. Medical reference services quarterly. 2011;30(3):221–32.
Skhal KJ. A full revolution: offering 360 degree library services to clinical clerkship students. Medical reference services quarterly. 2008;27(3):249–59.
Swanberg SM, Mi M, Engwall K. An Integrated, Case-Based Approach to Teaching Medical Students How to Locate the Best Available Evidence for Clinical Care. MedEdPORTAL : the journal of teaching and learning resources. 2017;13(101714390):10531.
Tagge N. Leveraging accreditation to integrate sustainable information literacy instruction into the medical school curriculum. Journal of the Medical Library Association : JMLA. 2018;106(3):377–82.
Thomas D., Hardi A., Dufault C. Providing Information-Seeking Skills Feedback Within a Medical School Curriculum: A Partnership between Librarians and Education Specialists. Med Ref Serv Q. 2020;39(1):27–34.
Turner RL, M Ketchum A, Ratajeski MA, Wessel CB. Leaving the Lecture Behind: Putting PubMed Instruction into the Hands of the Students. Medical reference services quarterly. 2017;36(3):292–8.
Wallach PM, Roscoe L, Bowden R. The profession of medicine: an integrated approach to basic principles. Academic medicine : journal of the Association of American Medical Colleges. 2002;77(11):1168–9.
Whipple EC, Richwine MPW, Kaneshiro KN, Brahmi FA. Teaching first-year medical students where to go first: connecting information needs to e-resources. Medical reference services quarterly. 2009;28(2):180–6.
Wiecha JM, Vanderschmidt H, Schilling K. HEAL: an instructional design model applied to an online clerkship in family medicine. Academic medicine : journal of the Association of American Medical Colleges. 2002;77(9):925–6.
Wong H.-N., Ren L. EFFECTIVENESS OF LIBRARY INSTRUCTION ON MEDICAL STUDENTS’ INFORMATION LITERACY SKILLS. BMJ Evidence-Based Medicine. 2022;27(Supplement 2):A11.
Wrosch JA, Morgan LK, Sullivant J, Lewis DM. Instruction of evidence-based medicine searching skills during first-year epidemiology. Medical Reference Services Quarterly. 1998;17(3):49–57.
Zeigen L., Hamilton A. Evolving Librarian Engagement in Undergraduate Medical Education Student Research and Scholarship. Medical reference services quarterly. 2021;40(3):337–46.
Maggio LA, Tannery NH, Chen HC, ten Cate O, O’Brien B. Evidence-based medicine training in undergraduate medical education: a review and critique of the literature published 2006-2011. Academic medicine : journal of the Association of American Medical Colleges. 2013;88(7):1022–8.
Swanberg SM, Dennison CC, Farrell A, Machel V, Marton C, O’Brien KK, Pannabecker V, Thuna M, Holyoke AN. Instructional methods used by health sciences librarians to teach evidence-based practice (EBP): a systematic review. Journal of the Medical Library Association. 2016;104(3):197–208.
Hirt J, Nordhausen T, Meichlinger J, Braun V, Zeller A, Meyer G. Educational interventions to improve literature searching skills in the health sciences: a scoping review. Journal of the Medical Library Association. 2020;1–5.
Downloads
Additional Files
Published
Issue
Section
License
Copyright (c) 2024 John W. Cyrus; Laura Zeigen; Molly Knapp; Amy E. Blevins; Brandon Patterson
This work is licensed under a Creative Commons Attribution 4.0 International License.
