Evidence-Based Practice (EBP) and the Medical Librarian

MLA Course
Listing Archived: Wednesday, December 31, 1969

Primary contact information...
School of Information and Library Science University of North Carolina at Chapel Hill
100 Manning Hall
Chapel Hill NC , 27599
United States
Connie Schardt is the primary contact.
Phone: 919-357-0593
Region: Mid-Atlantic

Description: This course is an introduction for medical librarians to evidence-based medicine (EBM) and the role the librarian can play in its practice. Participants will learn to identify the parts of a well built clinical question and be able to judge the validity of studies, and ascertain the roles librarians can undertake in providing EBM training and support. The course utilizes course material, independent readings, reviews, and exercises and is offered as both an eight hour face-to-face CE and as an eight week distance education course through the University of Carolina's School of Information and Library Science. The next online/distance education session of the course will be held September 24 to November 18th 2017 (For more information see: https://sites.google.com/site/ebmcecourses/ebm-and-the-medical-librarian). To get on the mailing list for registration -- contact Maggie Hite (UNC) at maghite@email.unc.edu

Experience Level: Beginning
Continuing Education Experience: none
CE Contact Hours: 6/8, 20 distance ed
Professional Competencies: Health Sciences Information Services
Subject: Evidence Based Health Care
Course Type: Face to Face, e-Learning

Educational Objective: 1. Identify the parts of a well-built question and be able to build focused questions from clinical scenarios 2. Identify the key features of relevant study designs, including systematic reviews, meta analysis, randomized clinical trials, cohort, case series, and case reports 3. Translate the focused question into an effective Medline search strategy 4. Identify the key validity issues for studies that address issues of therapy (randomized controlled trials and systematic reviews) 5. Identify roles for the medical librarian in supporting and teaching evidence-based medicine


8:00–8:30	Introductions / Student goals / Course objectives /Plan for today
8:30–8:45	What is EBM and why should we care?
8:45–9:30	Study Design and the Hierarchy of Evidence/  Group exercise
9:30 – 10:00	Well-built clinical question/ PICO structure for developing questions /   
Group exercise/ Role of the Librarian
10:00–10:15	Break
10:15 -12:00	Selecting Resources/ Search Strategies and EBM filters /Group Exercise /Role of the Librarian
12:00 – 12:30	Lunch
12:30 – 1:30	   Critical Appraisal – Therapy  (warts and duct tape)/ Group exercise
1:30 – 2:30	Critical Appraisal – Therapy  (Tea tree oil)/ Group exercise
2:30 – 2:45	Break
2:45 – 3:15 	Critical Appraisal  - Systematic Review (Vitamin D and falls)/ Group exercise
3:15 – 4:15	role of the Librarian
4:15 – 5:00	EBM Jeopardy/ wrap-up

(Distance education course covers more material over 8 weeks. See course outline at: https://sites.google.com/site/ebmcecourses/ebm-and-the-medical-librarian

Need for This Course: A review of the literature shows that EBM is an important topic. The Distance Ed course has been offered twice a year for the last 11 years. Classes have been filled to capacity.

The instructional methods used include Lecture, Slides, Discussion, Dialog, Sharing/Self-disclosure, Case Method, Case Study, and Problem-based.

Participant Materials: Class manual with class exercises and journal articles

Facility Requirements: Face-to-face: computer with LCD projection; flipchart; distance education requires access to Internet

Additional Evaluation: Feedback discussion at the end of class in addition to MLA evaluation.

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