Objectives: To describe a librarian’s experiences of developing a pair of sessions with a faculty member from a department of family medicine for the third year family medicine clerkship. Although originally successful in the first year, ran it's course in the second year. Lessons learned from these sessions will be discussed, giving others factors to consider when designing similar instruction.
Methods: In 2014, a librarian was approached to collaborate with a faculty member in Family Medicine on designing a pair of case based learning sessions on the topics: Controversies in Medicine and Chronic Diseases. These sessions would be presented to each of the six family medicine clerkship blocks for a total of twelve sessions. The lessons were in a case based format with students being asked to answer questions on a particular clinical case. During the session the instructors (faculty member and librarian) would circulate as content experts, the family medicine faculty as the clinical expert and the librarian as the information one. The librarian created handouts for both types of sessions that were given out at the beginning of the activity. Assessment was done using a short three question survey and the answers from their worksheet.
Results: From July 2014 June 2015, students were engaged, and noted in the survey how helpful it was having a librarian present. When examining the worksheets, instructors notice students utilizing a variety of resources, and remarking how the information enhanced their clerkship experience. By July 2015 the library had purchased a few point-of-care databases that students became overly reliant on, and questions dramatically decreased for both the physician and librarian. Even with prompting, students only asked a handful of questions in the three hour sessions. In December 2015, it was mutually decided to end the librarian's direct involvement.
Conclusion: In December 2015, the instructors met to discuss why the activity ceased to be beneficial to both parties. Some of the factors identified included students becoming too reliant on one or two resources, information literacy instruction coming too late, objectives changing as time progressed, and the variability of students willing to initiate questions. Even though this activity did not go as planned, it was not a total loss as the process of collaborating opened the lines of communication between medical faculty and the library, highlighting librarians as partners in educating future physicians hopefully opening up new opportunities in the future.
Keywords: instruction, information literacy, faculty collaboration, third year medical students, medical education
Instruction and Reference Librarian
Boxer Library, Rosalind Franklin University of Medicine and Science
North Chicago , Illinois
Charlotte Beyer, AHIP, instruction and reference librarian at Rosalind Franklin University of Medicine and Science (RFUMS) received her library degree from the State University of New York-Albany in 2007. Since that time, she has been employed in both special and academic libraries. In 2010, she began her career as a medical librarian at RFUMS, specializing in instruction and reference. Some of her accomplishments at RFUMS include: establishing a campus-wide information literacy activity in the first year course, implementing LibGuides for the creation of web tutorials, creating of a series of video tutorials, and creating a system for tracking reference and instruction statistics. She is passionate about the library profession, especially in the area of educating users how to best locate resources to meet their needs no matter where they are located.
Monday, May 29
10:45 AM – 10:50 AM
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