Kathleen Oliver

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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. koliver@jhmi.edu
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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