• Combining Research Results and Dental Accreditation Requirements to Create Instruction Opportunities

      Shipman, Peter; Robert B. Greenblatt, M.D. Library (2017-05)
      Objectives: The aim of this program is to expand librarian instructional opportunities and improve student performance in evidence-based dentistry (EBD) competencies. Methods: A recent librarian-led internal study of EBD behaviors of fourth-year dental students at external clerkships indicated poor recall of the EBD process (question, find, appraise, act, evaluate). A dental school curriculum subcommittee, including the librarian, is currently meeting to evaluate the presence of the EBD competency in the curriculum in preparation for an accreditation review. Preliminary screening of course syllabi identified five possible courses and two EBD process rubrics supporting the EBD competency accreditation standard. A need for further EBD process training by the librarian may be indicated by the low number of rubrics which correlates to poor student recall of the EBD process in the librarian’s study. Performing the study and having membership on the subcommittee gives the librarian a platform to advocate for instructional opportunities that improve student performance in the EBD competency standard prior to accreditation review. Results: The evidence-based dentistry subcommittee of the dental school curriculum committee was able to identify three more additional courses supporting the EBD accreditation standard. Assistance in EBD supplied by the librarian for first semester, second-year dental students confirms continued poor recall of the EBD process. This cohort of dental students was not in the original research study. The taskforce could not identify any fourth-year course work that includes support of the EBD accreditation standard. In the lockstep curriculum, there are gaps in semesters when students are not being tested in the EBD process. The dental librarian added two new instructional sessions after the research study (one undergraduate, one advanced education). Conclusion: Students are receiving exposure to EBD principles to satisfy the accreditation standard, but the lack of awareness of the EBD process indicates it may be difficult for dental schools to determine if new graduates can effectively perform evidence-based dentistry in future dental practice. The EBD taskforce believes more faculty development in EBD is necessary. The dental librarian will have a role in training faculty in evidence-based dentistry.
    • Health Literacy Training for Healthy Start Participants

      Mears, Kim; Georgia Regents University (2015-05-12)
      Objective The Healthy Start Program aims to improve the adequacy of prenatal care and patient education to high-risk populations experiencing a significantly higher percentage of infant deaths within the first year of life. This project describes the partnership between a librarian and a Healthy Start program to provide nurses, case managers, and community members with training on accessing and evaluating health information resources. Method The director of the Healthy Start program identified the need for training on accessing reliable, evidence-based health information and partnered with a librarian to provide the training. The librarian received a National Network of Libraries of Medicine Southeastern/Atlantic Region training award to provide print materials and equipment necessary to complete the training. The librarian adapted curriculum from the National Network of Libraries of Medicine and offered the training session twice at bi-annual consortium meetings for the Healthy Start program. Assessment of the training sessions were completed through pre and posttests and instructor evaluations. The librarian and director also completed necessary paperwork to qualify the training sessions for Georgia Nurses Association Continuing Education credit for all nurses in attendance. Results Attendance at both of the instruction sessions totaled 28 participants. 54% (n = 16) of participants completed the pre and posttests. Comparison between the pre and posttest scores indicate an increase in knowledge regarding reliable sources of evidence-based nursing resources and the ability to identify and evaluate health information found online. Verbal feedback from the participants indicated satisfaction with the course. Conclusions Partnerships between librarians and community programs can support the efforts of healthcare professional to increase their information literacy skills, potentially resulting in improved health care for their clients and community. This project has been funded in whole or in part with Federal funds from the National Library of Medicine, National Institutes of Health, Department of Health and Human Services, under Contract No. HHS-N-276-2011-00004-C with the University of Maryland Baltimore.