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Searching Skills (searching + skill)

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Medical Sciences	100%

Selected Abstracts

Developing and evaluating an interactive information skills tutorial,

HEALTH INFORMATION & LIBRARIES JOURNAL, Issue 2 2006
Maria J. Grant
Objective:, To develop and evaluate a web-based interactive information skills tutorial integrated into the curriculum. To determine whether the tutorial was acceptable to students and explore the use of a skills assessment tool in identifying whether the tutorial improved skills. Methods:, The development of a tutorial on OVID medline to teach transferable information skills. A small cohort study to evaluate students' views on the tutorial and its effects on information skills. Results:, Thirteen objective assessments were usable. There was a statistically significant improvement in mean final assessment scores, compared with mean pre-training scores, F(2,14) = 11.493, P = 0.001. Eleven (85%) students had improved their overall information skills. The improvement in overall searching skills was enhanced by referral to the tutorial. Conclusions:, The tutorial was successfully developed and integrated into a Masters programme curriculum. In this setting, it appears to reinforce active learning, and was well received by students, who developed core generic searching skills and demonstrated improved information skills in the short and longer term. Students could use the tutorial for revision and study at a time and place of their choosing. Further evaluation is required to assess the impact of using the tutorial with large groups of students, and as a stand-alone teaching medium. [source]

Jordanian baccalaureate nursing students' perception of their learning styles

INTERNATIONAL NURSING REVIEW, Issue 1 2005
F. A. Abu-Moghli rn
Aim:, The purpose of this descriptive study was to determine Jordanian nursing students' perception of their learning styles. Method:, All nursing students enrolled in four universities offering a baccalaureate degree in nursing at the time of the research project (n = 420) were approached. A structured self-administered questionnaire (Autonomous Learner Index) developed by the researchers was used for data collection. The questionnaire was pilot tested on a sample of nursing students who were not included in the study. The tool was reliable with an alpha coefficient of 0.89. Findings:, The majority of Jordanian nursing students perceived themselves as independent learners. The vast majority of students indicated that they have a desire to learn new things, are curious to learn, and can identify their goal independently. However, a low percentage of students indicated having good study skills, ability to concentrate while studying and using their study time efficiently. The two-tailed t -test indicated no significant differences at alpha 0.05 levels between students' learning preferences and the selected demographic variables. Conclusion:, Based on the study findings, it is suggested that nurse educators should provide positive reinforcement of students' active involvement in the learning process, which will stimulate continued self-direction. Moreover, courses on study skills, writing skills, and literature searching skills should be introduced early in nursing curricula. [source]

Successful teaching in evidence-based medicine

MEDICAL EDUCATION, Issue 1 2000
William A Ghali
Objectives Several published articles have described the importance of exposing medical trainees to the ,new paradigm' of evidence-based medicine (EBM). Recognizing this, we sought to develop and objectively evaluate a mini-course in EBM for third-year medical students. Design We developed a mini-course consisting of four sessions in which students learn to derive sequentially focused questions, search MEDLINE, review articles critically and apply information from the literature to specific clinical questions. To evaluate the teaching intervention, we performed a controlled educational study. Students at the intervention site (n=34) attended the EBM mini-course, while students at the control site (n=26) received more ,traditional' didactic teaching on various clinical topics. Intervention and control students were surveyed immediately before and after the mini-course to assess changes in reading and literature searching skills, as well as a tendency to use the literature to answer clinical questions. Setting Boston University School of Medicine. Subjects Third-year medical students. Results The intervention was associated with significant changes in students' self-assessed skills and attitudes. MEDLINE and critical appraisal skills increased significantly in the intervention group relative to the control group (significance of between group differences: P=0·002 for MEDLINE and P=0·0002 for critical appraisal), as did students' tendency to use MEDLINE and original research articles to solve clinical problems (significance of between group differences: P=0·002 and P=0·0008, respectively). Conclusions We conclude that this brief teaching intervention in EBM has had a positive impact on student skills and attitudes at our medical school. We believe that the key elements of this intervention are (1) active student involvement, (2), clinical relevance of exercises and (3) integrated teaching targeting each of the component skills of EBM. [source]