摘要：
While the teaching of evidence-based medicine (EBM) has been increasingly integrated into medical training, most efforts have focused on skills such as the critical appraisal of the literature. There has been little focus on the basic skills of information retrieval and management (IRAM) which first year medical students often lack. In the 2006-2007 academic year, the University of California San Francisco (UCSF) School of Medicine implemented a new curriculum that teaches and promotes the development of students' IRAM skills within a problem-based learning (PBL) context. Students were taught IRAM skills, given individualized feedback by staff librarians, and encouraged to apply these skills by PBL instructors. We hypothesized that this skills-based curriculum would result in better student IRAM skills and habits. To test our hypothesis, we assessed the outcome of student application of IRAM skills to PBL learning issues. Students participated in five PBL cases during their first year of medical school, generating six researched learning issues per student. We compared the citations of students from 2006-2007 (intervention group) to those of students from 2005-2006 (historical control). Preliminary data analyses revealed that the intervention group submitted fewer learning issues without citations (9.0% vs 14.5%), had a higher average number of citations per learning issue (3.10 vs 2.89), and had more citations with complete documentation (65.8% vs 29.4%). Their citations also showed a greater use of primary articles and textbooks, and of certain online tools. The curriculum was effective in improving student IRAM skills and habits and will be continued.
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详细信息
中文科技期刊
