Associate Director for Public Services Indiana University School of Medicine Indianapolis, Indiana
Objectives: Library faculty recently participated in the redesign of evidence-based medicine (EBM) content in the medical school curriculum. This project aims to determine whether a librarian-taught approach to EBM instruction featuring a scaffolded, progressive curricular structure results in better grades on an EBM assignment administered during the 3rd year Internal Medicine clerkship compared to an isolated EBM course taught by clinicians.
Methods: In order to assess and compare student learning under the legacy, mixed, and updated curricula (see below for details), the PI and a team of faculty members are using a modified Fresno rubric to grade three years’ worth of clerkship-level EBM assignments given to all students after receiving the three different curricular approaches to EBM instruction (n = roughly 300). Once grading is complete, an independent t-test will be used to analyze results.
Year 1 (Legacy) - 2 month isolated course in year 2 & pre-clerkship session taught mostly by clinicians
Year 2 (Mixed) - 2 month isolated course in year 2 plus 3 scaffolded sessions in years 2 & 3 taught by a mix of clinicians & librarians
Year 3 (Updated) - 7 scaffolded sessions in years 1, 2, & 3, taught mostly by librarians
Results: This study is ongoing; however, we anticipate being able to present results by May of 2020.
Conclusions: This study is not yet complete. However, If this research shows that students perform better on an EBM assignment administered during the first year of clerkship when they have received scaffolded, progressive instruction delivered by library faculty, the results could give health sciences librarians the evidence they need to make a stronger case for more involvement in the curriculum.
Participants will learn about how to develop methods to quantify learning experiences.
Participants will be able to use a blueprint to develop strategies for assessing longitudinal instruction in the health sciences curriculum.
Participants will be able to apply the evidence presented about student learning modalities and apply it to teaching EBM/EBP.