Blumberg P, Sparks J
School of Public Health, MCP Hahnemann University, Philadelphia, Pennsylvania 19102, USA.
Bull Med Libr Assoc. 1999 Apr;87(2):200-5.
This paper documents the evolving uses of the Internet made by public health graduate students and traces the development of their search methods and critical evaluative criteria. Early in the first semester and again six months later, twenty-four graduate students in a problem-based learning curriculum, which emphasizes evidence-based critical thinking skills, were required to describe their most helpful resources and to evaluate these resources critically. The answers were coded for the types of resources the students used, how frequently they were used, and why they were used. Student perception of the usefulness of resources, especially the Internet, and ability to evaluate these resources critically changed greatly. Initially, 96% of the students stated that the Internet was their most helpful resource. Six months later, these students continued to use the Internet; however, it was not their most useful source. At the later point, students had very specific uses for the Internet. Their most frequently used evaluation criterion was the reliability and objectivity of the source of the information. By the end of the first year of study, the majority of the students demonstrated an understanding of the principles of evidence-based practice and applied them to their research and analysis of information resources.
本文记录了公共卫生专业研究生对互联网的使用演变情况，并追溯了他们搜索方法和批判性评估标准的发展。在第一学期初和六个月后，24名参加以问题为基础的学习课程的研究生（该课程强调基于证据的批判性思维技能）被要求描述他们最有用的资源，并对这些资源进行批判性评估。对学生们给出的答案按照他们使用的资源类型、使用频率以及使用原因进行编码。学生对资源（尤其是互联网）有用性的认知以及对这些资源进行批判性评估的能力发生了很大变化。最初，96%的学生表示互联网是他们最有用的资源。六个月后，这些学生继续使用互联网；然而，它已不是最有用的来源。到了后期，学生们对互联网有了非常具体的用途。他们最常使用的评估标准是信息来源的可靠性和客观性。到第一学年结束时，大多数学生表现出对循证实践原则的理解，并将其应用于对信息资源的研究和分析中。
