scholarly journals Employing Evidence: Does it Have a Job in Vocational Libraries?

2006 ◽  
Vol 1 (1) ◽  
pp. 26
Author(s):  
Cecily Martina ◽  
Bradley Jones
Keyword(s):  
Medical Education ◽  
Vocational Education ◽  
Allied Health ◽  
Empirical Science ◽  
Evidence Based ◽  
Objective Evidence ◽  
Science And Education ◽  
Competency Based ◽  
Professional Evaluation

Objective - Evidence based librarianship (EBL) springs from medical and academic origins. As librarians are tertiary educated (only occasionally with supplementary qualifications covering research and statistics) EBL has had an academic focus. The EBL literature has significant content from school and university perspectives, but has had little, if any, vocational content. This paper suggests a possible Evidence Based Librarianship context for vocational libraries. Methods - A multidisciplinary scan of evidence based literature was undertaken, covering medicine and allied health, librarianship, law, science and education. National and international vocational education developments were examined. The concept and use of evidence in vocational libraries was considered. Results - Library practice can generally benefit from generic empirical science methodologies used elsewhere. Different areas, however, may have different concepts of what constitutes evidence and appropriate methodologies. Libraries also need to reflect the evidence used in their host organisations. The Australian vocational librarian has been functioning in an evidence based educational sector: national, transportable, prescriptive, competency based and outcome driven Training Packages. These require a qualitatively different concept of evidence compared to other educational sectors as they reflect pragmatic, economic, employability outcomes. Conclusions - Vocational and other librarians have been doing research but need to be more systematic about design and analysis. Librarians need to develop ‘evidence literacy’ as one of their professional evaluation skills. Libraries will need to utilise evidence relevant to their host organisations to establish and maintain credibility, and in the vocational sector this is set in a competency based framework. Competency based measures are becoming increasingly relevant in school and university (including medical) education.

scholarly journals Medical Education in Pathology: General Concepts and Strategies for Implementation

2021 ◽  
Author(s):  
Lisa K. Koch ◽  
Oliver H. Chang ◽  
Suzanne M. Dintzis
Keyword(s):  
Social Sciences ◽  
Medical Education ◽  
Medical Knowledge ◽  
Evidence Based ◽  
Traditional Teaching ◽  
Disruptive Technologies ◽  
Flipped Classrooms ◽  
Competency Based ◽  
Pathology Education ◽  
Remote Learning

Context.— athology education must evolve as medical knowledge expands and disruptive technologies emerge. The evolution in pathology teaching practices accelerated as traditional teaching modalities were suspended in March 2020 during the coronavirus disease 2019 (COVID-19) pandemic. Objectives.— To provide pathologists an overview of established teaching paradigms and practical examples of how these paradigms may be applied to pathology education, emphasizing differences in graduate and undergraduate medical education as well as the challenges and promises of remote learning, as revealed by the COVID-19 pandemic. Data Sources.— Selected peer-reviewed publications representing the field of educational social science. Conclusions.— Evidence-based methods described in education and social sciences can be effectively deployed in pathology education and especially remote learning, as necessitated by the current COVID-19 pandemic. Understanding established principles, such as cognitive load, competency-based learning, peer-assisted learning, and flipped classrooms may prove useful in developing effective, learner-centric content for pathology education.

scholarly journals Information Services in Evidence Based Medical Education: A Review of Implementation Trends

2021 ◽  
Vol 16 (3) ◽  
pp. 105-121
Author(s):  
Sedigheh Khani ◽  
Sirous Panahi ◽  
Ali Pirsalehi ◽  
Ata Pourabbasi
Keyword(s):  
Medical Education ◽  
Program Development ◽  
Information Needs ◽  
Information Service ◽  
Implementation Process ◽  
Information Services ◽  
Evidence Based ◽  
Objective Evidence ◽  
The Right ◽  
Educational Information

Objective – Evidence based medical education requires supportive information services to facilitate access to the needed educational evidence. Information services designed specifically for evidence based medical education are limited or locally developed for educational units. For librarians to have an opportunity to cooperate efficiently with medical educators in evidence based medical education, they require an empirical prototype for transmission of clinical evidence at the right place and the right time. Therefore, there is a need to recognize types of information services which support evidence based medical education. The purpose of this review is to identify implementation trends of evidence based educational information services. Methods – We found related studies by implementing search strategies in PubMed, EMBASE, Web of Science, Scopus, LISTA, and Google Scholar with keywords like: evidence based medical education, information services, and library services. We used reference-checking and citation-checking of related articles for completing the process of locating relevant articles. After employing inclusion and exclusion criteria, we selected 11 articles for inclusion in the review and analyzed them using a narrative review technique. Results – After analyzing the results of the included studies, we identified two elements categorized as program development and five elements categorized as implementation trend. Prerequisites of program and the process of designing were essential parts of program development of information services. Schedule and type of access, how to receive educational-clinical questions, information services types, responding time, and providing evidence based outputs were the elements of the implementation process of educational supported information services.  Conclusion – Designing an evidence based educational information service strongly depends on the information needs of learners at each educational level. Schedule and type of access to information service, time of responding to the received query, and preparation of evidence based output are essential factors in designing practical educational-developed information services.

scholarly journals Evidence-Based Alignment of Pathology Residency With Practice II: Findings and Implications

2021 ◽  
Vol 8 ◽  
pp. 237428952110028
Author(s):  
W. Stephen Black-Schaffer ◽  
Stanley J. Robboy ◽  
David J. Gross ◽  
James M. Crawford ◽  
Kristen Johnson ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Evidence Based ◽  
Donor Center ◽  
Laboratory Management ◽  
Banking Services ◽  
Graduate Medical ◽  
Pathology Informatics ◽  
Billing And Coding ◽  
Future Practice

This article presents findings from a 4-year series of surveys of new-in-practice pathologists, and a survey of physician employers of new pathologists, assessing how pathology graduate medical education prepares its graduates for practice. Using the methodology described in our previous study, we develop evidence for the importance of residency training for various practice areas, comparing findings over different practice settings, sizes, and lengths of time in practice. The principal findings are (1) while new-in-practice pathologists and their employers report residency generally prepared them well for practice, some areas—billing and coding, laboratory management, molecular pathology, and pathology informatics—consistently were identified as being important in practice but inadequately prepared for in residency; (2) other areas—autopsy pathology, and subspecialized apheresis and blood donor center blood banking services—consistently were identified as relatively unimportant in practice and excessively prepared for in residency; (3) the notion of a single comprehensive model for categorical training in residency is challenged by the disparity between broad general practice in some settings and narrower subspecialty practice in others; and (4) the need for preparation in some areas evolves during practice, raising questions about the appropriate mode and circumstance for training in these areas. The implications of these findings range from rebalancing the emphasis among practice areas in residency, to reconsidering the structure of graduate medical education in pathology to meet present and evolving future practice needs.

scholarly journals Competency based medical education in gastrointestinal motility

2016 ◽  
Vol 28 (10) ◽  
pp. 1460-1464 ◽  
Author(s):  
R. Yadlapati ◽  
R. N. Keswani ◽  
J. E. Pandolfino
Keyword(s):  
Medical Education ◽  
Gastrointestinal Motility ◽  
Competency Based Medical Education ◽  
Competency Based

Competency on Call: Resident Driven Learning Objectives for Competency-Based Medical Education

2020 ◽  
Vol 44 (6) ◽  
pp. 812-813 ◽  
Author(s):  
Bruce Fage ◽  
Tracy Alldred ◽  
Sarah Levitt ◽  
Amanda Abate ◽  
Mark Fefergrad
Keyword(s):  
Medical Education ◽  
Learning Objectives ◽  
Competency Based Medical Education ◽  
Competency Based

scholarly journals The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education

2021 ◽  
Vol 43 (sup2) ◽  
pp. S7-S16
Author(s):  
Kimberly D. Lomis ◽  
George C. Mejicano ◽  
Kelly J. Caverzagie ◽  
Seetha U. Monrad ◽  
Martin Pusic ◽  
...  
Keyword(s):  
Medical Education ◽  
Organizational Culture ◽  
Undergraduate Medical Education ◽  
Critical Role ◽  
Competency Based Education ◽  
Competency Based

scholarly journals Time for evidence based medical education

BMJ ◽  
1999 ◽  
Vol 318 (7193) ◽  
pp. 1223-1224 ◽  
Author(s):  
S. Petersen
Keyword(s):  
Medical Education ◽  
Evidence Based

scholarly journals Self-Assessment of Problem Solving Disposition in Medical Students

2014 ◽  
Vol 2014 ◽  
pp. 1-6
Author(s):  
Silvia Lizett Olivares-Olivares ◽  
Mildred Vanessa López-Cabrera
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Medical Students ◽  
Problem Solving ◽  
Medical Schools ◽  
Self Assessment ◽  
Competency Based Education ◽  
Competency Based ◽  
Future Demands ◽  
Disposition Model

Medical schools are committed to both students and society to develop capabilities required to succeed in health care environments. Present diagnosis and treatment methods become obsolete faster, demanding that medical schools incorporate competency-based education to keep pace with future demands. This study was conducted to assess the problem solving disposition of medical students. A three-subcategory model of the skill is proposed. The instrument was validated on content by a group of 17 experts in medical education and applied to 135 registered students on the sixth year of the M.D. Physician Surgeon program at a private medical school. Cronbach’s alpha indicated an internal consistency of 0.751. The findings suggest that selected items have both homogeneity and validity. The factor analysis resulted in components that were associated with three problem-solving subcategories. The students’ perceptions are higher in the pattern recognition and application of general strategies for problem solving subcategories of the Problem solving disposition model.

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