Academic librarian support for patient-centred and inclusive medical education curricula: a case report

Abstract

Background: Medical educators are increasingly aware of the need for patient-centred and inclusive curricula. Collaboration paired with sound evidence can facilitate efforts in this area. Librarians are well-equipped to help move this work forward, as their skills and expertise can support educators through the process of revising learning materials that will incorporate timely and socially accountable information.

Case Presentation: This case report describes an initiative at one Canadian medical school, whereby a health sciences librarian joined an interdisciplinary working group to support the updating of case-based learning materials for the undergraduate medical curriculum. These materials were revised with an anti-oppressive and patient-centred lens, and as an embedded member of the working group the librarian provided on-demand literature searches, participated in conversations regarding the importance of critical appraisal skills, and consulted on sustainable access to electronic materials used in the cases. From this experience and close collaboration, lessons which enhanced their practice and stronger relationships emerged for the librarian.   

Conclusions: Involving librarians’ expertise in updating learning materials provides many benefits to curriculum developers and presents opportunities for liaison librarians to engage with their faculties more closely. Promoting patient-centredness and inclusivity is an ongoing process, and academic health sciences librarians can apply their expertise to curricular initiatives such as the one described here, while librarians working in clinical settings can support these efforts through specialized forms of teaching and outreach.