Program Session

1 - Defining Evidence-Based Practice across the Disciplines: First Steps for Interprofessional Education

Monday, May 29
1:05 PM - 1:20 PM
Room: 607

Objectives: Increased interest and emphasis on interprofessional education (IPE) opens the possibility for librarians who currently teach evidence-based practice (EBP) to develop an IPE EBP curriculum, creating a blended classroom of students from across health profession disciplines. This study aims to identify how EBP differs among the health professions in terms of context, processes, types of questions, and definitions.

Methods: Before designing an interprofessional curriculum in evidence-based practice, we want to understand what differences exist in how health professions conceptualize and teach EBP.

With a focus on medicine, nursing, physician assistant, and physical therapy programs, we will conduct a thematic content analysis through identification and analysis of curricular materials, including health professions educational standards, sample cases within EBP textbooks, and EBP course syllabi. We will analyze the contents for themes. Specifically, we will code categories related to question types and focus areas where we expect to find some differences that will inform the feasibility of and, if possible, the curriculum development for instructing interprofessional groups of students.

Results: Evidence-based practice content is mandated by national curricular standards for nursing, medical, physician assistant, and physical therapy students. Some health professions disciplines are more closely aligned in evidence-based practice process and context than others. For example, medicine and physician assistant programs teach EBP skills similarly. Nursing, however, teaches EBP in a broader context that includes quality improvement, research, and patient safety. Physical therapy includes a strong emphasis on patient preferences and values in all steps of EBP.  

Conclusion: The challenges in delivering a single evidence-based practice course to an interprofessional group of health professions students exceed logistical concerns for timing and space. Additional considerations must be given to the variable emphasis within each program, discipline-specific steps in EBP processes, types of questions, and the relationship of EBP to quality improvement and research.

Keywords: interprofessional education, evidence-based practice, qualitative research



Program Session

Megan von Isenburg

Associate Director, Research and Education
Medical Center Library & Archives
Durham, North Carolina

Associate Director for Research and Education and liaison to Graduate Medical Education and Global Health initiatives. Co-Director of EBM courses for medical students and Duke's "Teaching and Leading EBM" national workshop.

Presentation(s):

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Jamie Conklin

Research & Education Librarian
Duke Medical Center Library
Durham, North Carolina

Jamie Conklin, MSLIS, is a Research & Education Librarian at the Duke Medical Center Library & Archives and the liaison librarian to the School of Nursing. Her current interests and projects include interprofessional education, scholarly communication, and the use of evidence to inform instruction.

Presentation(s):

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Leila Ledbetter

Librarian
Duke University Medical Center Library
Duke University
Durham, North Carolina

Presentation(s):

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Brandi Tuttle

Research & Education Librarian
Duke University
Duke University
Durham, NC

As a Research & Education Librarian, I am responsible for supporting the application of evidence based practice in the Duke University Medical Center; developing and teaching classes; applying web based technology to the delivery of services, participating in library strategic planning; providing leadership on special projects; and assisting patrons in locating accurate and timely information in support of quality clinical care, biomedical research, and health sciences education. I am also the Liaison to the Duke Physician Assistant Program (DPAP) and the Pathologists' Assistant Program where I work closely with the faculty and students. I teach a variety of classes, provide research consultations, serve on the DPAP Curriculum and the DPAP Technology Committee, as well as hold office hours on-site.

Presentation(s):

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Megan G. Van Noord

Research & Education Librarian
Duke University Medical Center Library & Archives
Durham, North Carolina

Megan received her Master’s degree in Information Science and Certificate in Interdisciplinary Health Communication in 2008. She has worked at Duke University since January 2014. Before joining Duke, she worked as a Research Associate and Information Specialist at the Austrian Cochrane Branch and the Department for Evidence-based Medicine and Clinical Epidemiology, Danube University, Krems, Austria.

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