The publication detail shows the title, authors (with indicators showing other profiled authors), information on the publishing organization, abstract and a link to the article in PubMed. This abstract is what is used to create the fingerprint of the publication. If any grants are referenced by the publication, they will be listed here as well.
Bringing evidence to practice: a team approach to teaching skills required for an informationist role in evidence-based clinical and public health practice.
Kathleen Burr Oliver; Prudence Dalrymple; Harold P Lehmann; Deborah Ann McClellan; Karen A Robinson; Claire Twose (Profiled Authors: Deborah Mcclellan; Kathleen Oliver; Karen Robinson; Harold Lehmann)
Welch Medical Library and Division of Health Sciences Informatics, School of Medicine, Johns Hopkins University, 1900 East Monument Street, Baltimore, MD 21205, USA. email@example.com
Journal of the Medical Library Association : JMLA 2008;96(1):50-7.
OBJECTIVE: The objectives were (1) to develop an academic, graduate-level course designed for information professionals seeking to bring evidence to clinical medicine and public health practice and to address, in the course approach, the "real-world" time constraints of these domains and (2) to further specify and realize identified elements of the "informationist" concept. SETTING: The course took place at the Division of Health Sciences Informatics, School of Medicine, Johns Hopkins University. PARTICIPANTS: A multidisciplinary faculty, selected for their expertise in the course core competencies, and three students, two post-graduate National Library of Medicine (NLM) informationist fellows and one NLM second-year associate, participated in the research. INTERVENTION: A 1.5-credit, graduate-level course, "Informationist Seminar: Bringing the Evidence to Practice," was offered in October to December 2006. In this team-taught course, a series of lectures by course faculty and panel discussions involving outside experts were combined with in-class discussion, homework exercises, and a major project that involved choosing and answering, in both oral and written form, a real-world question based on a case scenario in clinical or public health practice. CONCLUSION: This course represents an approach that could be replicated in other academic health centers with similar pools of expertise. Ongoing journal clubs that reiterate the question-and-answer process with new questions derived from clinical and public health practice and incorporate peer review and faculty mentoring would reinforce the skills acquired in the seminar.
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