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Supporting Evidence-based Education & Supporting Evidence-based Education & Research via the E-learning Platform: Research via the E-learning Platform: a Curriculum-integrated Approacha Curriculum-integrated Approach

Julia L.Y. Chan

Medical Librarian

Branch Libraries Services Team Leader

Yu Chun Keung Medical Library

University of Hong Kong

Hong Kong, China

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• Founded in 1911 • Oldest tertiary institution in Hong Kong

LKS Faculty of Medicine• Founded in 1887 as the Hong Kong

College of Medicine for Chinese • Accorded the position of premier Faculty

when the University was opened in 1912

University of Hong Kong

OOrientationLKS Faculty of Medicine

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• Departments: 17 • Institutes & Centers: 18• School of Chinese Medicine

• Teaching staff: 228 full-time • Honorary teachers: 2,000 (doctors in

public hospitals / private practitioners)• Students: 2,484

Faculty of Medicine (1)

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• Undergraduate program: 5 years

• Pre-clinical: 2 years

• Clinical clerkship: 3 years

Faculty of Medicine (2)

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• Hybrid – PBL, lectures, practicals

• Integrated – interconnections between: • different fields of knowledge • functions of organ systems of the body• essential elements of basic science • clinical practice

Undergraduate curriculum (1)

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Undergradate curriculum (2)

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• Nov 1995 - Faculty workshop on medical education - need for change, moved towards integrated and problem-based teaching

• Feb 1996 - International workshop on “New Innovation in Medical Education”

• 1997/98 - new medical curriculum commenced

EBP Curriculum

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• Invited to Faculty Teaching Quality Committee

• Participated in Faculty-based Curriculum Review & Teacher Training Project

• Participates in medical informatics curriculum

• Offers curriculum-related evidence-based training to medical & nursing students

Role of Medical Library

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Role of Medical Library Information Literacy Program

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• Students become more independent

• More self-directed

• More self-discipline

Web-enhanced Learning – Thiele (2003)

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• Online content and activities can augment student learning

• Simple online tasks incorporated into the program will increase IT literacy skills & confidence in use of internet resources

Web-enhanced Learning – Creedy (2007)

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• Ease of access to information

• Flexibility to learn at own pace

• Support learner-centered approach

• Create learning communities - opportunity for peers to connect, share information, and collaborate on coursework

Web-enhanced Learning – Billings (2003)

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• Absence of visual cues - inability to view face-to-face, nonverbal aspects of communication

• Loss of personal interaction with instructors and peers

• Sense of isolation - reduced opportunities for socialization

• Problems with hardware, software, or Internet connectivity

Web-enhanced Learning – Billings (2003)

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Economic & resource factors• Reduce overhead

• Manage ever increasing student numbers

• Flexibility in the provision of continuing education development

• Improve accessibility and quality of learning materials

• Produce efficiencies in lecturing time, room bookings and administration cost

Web-based / enhanced Learning – Kenny (2000)

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• Commenced approx. 4 years ago

• Enhance traditional methods of course delivery

• Students retain regular contact with teaching staff

Dept of Community MedicineWebCT enhanced learning (1)

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• Course syllabus

• Lecture notes

• Videos

• Quizzes

• Forum for comments/suggestions

Dept of Community MedicineWebCT enhanced learning (2)

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• Collaborate with Dept of Community Medicine

• Integrate information literacy skills into the curriculum within the course management system (WebCT)

Library Initiatives (1)

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• To investigate learning effectiveness in the e-learning environment

• To test/ assess feasibility, appropriateness, efficacy of the new educational technique

• To facilitate timely, efficient use of resources – ‘just-enough-just-in-time’ information within the course management system

• To promote student’s information seeking & life-long learning behavior

Library Initiatives (2)Objectives

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• Introduction to library services, facilities, resources

• Basic & advanced library catalogue search

• Access to e-resources via the Library Web page

Library Workshop Searching for Evidence - Basic Skills 1

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• Research process• Topic analysis: identify keywords &

synonyms• PubMed/ Ovid Medline search features

& strategies• Precise searching using MeSH • Compile and manage a bibliography

Library Workshop Searching for Evidence - Basic Skills 2

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• Training on Core EBM databases (Cochrane Library, Clinical Evidence, ACP Journal Club ..)

• Research methodology filters to identify EBM articles – Medline (clinical queries, etc.)

• Strategies to find information to answer clinical questions

• WWW resources and search engines• Critical assessment of quality of resources

Library Workshop Searching for Evidence - Advanced Skills 1

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Introduce EBM cycle, PICO elements Strategies to formulate clinical questions

& search for evidence 8 case-based exercises Help via email

Library Workshop - interventionSearching for Evidence – WebCT

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• Case-based exercise to test the students’ acquired knowledge

• Presentation of the exercise

• Librarian to provide clarification & misunderstanding

Library Workshop Searching for Evidence - Advanced Skills 2

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• EBM resources: e-journals, databases, books/ebooks, evaluated websites, guidelines …

• Medical Library homepage• Online catalogue• Tutorials/ video tutorials

Library Resources in WebCT

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1. Aspirin & prevention of heart attack2. Breast cancer screening3. High cholesterol & heart attack4. Antibiotics & common cold5. Hormone replacement therapy & breast cancer6. Prostate cancer screening7. Quit smoking / nicotine patch8. DOT & tuberculosis

Practices

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Pre- & post-test

• Identify the PICO element• Formulate clinical questions• Search for evidence• Retrieve appropriate evidence

Evaluation – Quantitative (1) scores / grades

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Questionnaire - 5-point Likert scale

• Usefulness• Satisfaction• computer literacy• perceived support• effectiveness of educational intervention

Evaluation – Quantitative (2)

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Focus Group

• Students’ experience of library workshop/ tutorial

• Views of the teaching method (usefulness, content, modes of delivery …)

• Views of modes of learning (length of program, knowledge and skills to be attained, applicability to their study)

• What would they like to include in the program• Strengths and weaknesses of the program

Evaluation - Qualitative

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Extend the initiative of evidence-based approach in information literacy programs to other faculties

• Nursing EBP curriculum• E-health literacy course for HKU

students

Goal

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Online platform (WebCT)

• Case studies• Use problem-based learning approach• Facilitate students to search for

reliable health information based on case scenarios

E-Health Literacy - key component

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• Inline with HKU new four-year undergraduate curriculum’s Action Plan – underlying theme – transforming student learning

• Promote increased flexibility in the delivery, participation and modes of learning (visual, aural, tactic) in the curriculum reform

• Promote information technology in education

Goal - University-wide (1)

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• Encourage students to develop self-directed learning through active participation & conceptualization of learning using the problem-based approach

• Extend the initiative of evidence-based approach in information literacy programs via the e-learning platform across discipline boundaries to other faculties in the university - benefiting all students, staff and the entire learning community

Goal - University-wide (2)

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Questions ?Questions ?

Thank youThank you