Koufogiannakis Denise, Buckingham Jeanette, Alibhai Arif, Rayner David
John W. Scott Health Sciences Library, University of Alberta, AB, Canada.
Health Info Libr J. 2005 Sep;22(3):189-95. doi: 10.1111/j.1471-1842.2005.00559.x.
Librarians at the University of Alberta have been involved with teaching undergraduate medical and dental education for several years. After 1 year of increased librarian involvement at the problem-based learning (PBL), small-group level, informal feedback from faculty and students suggested that librarians' participation in PBL groups was beneficial. There was, however, no real evidence to support this claim or justify the high demand on librarians' time.
The study aimed to determine whether having a librarian present in the small-group, problem-based learning modules for first-year medical and dental students results in an improved understanding of evidence-based medicine concepts, the nature of medical literature, and information access skills.
One hundred and sixty-four first-year medical and dental students participated in the study. There were a total of 18 PBL groups, each with approximately nine students and one faculty tutor. Six librarians participated and were assigned randomly to the six intervention groups. Students were given pre- and post-tests at the outset and upon completion of the 6-week course.
Post-test scores showed that there was a small positive librarian impact, but final exam scores showed no impact. There was also no difference in attitudes or comfort levels between students who had a librarian in their group and those who did not.
Impact was not sufficient to warrant continued participation of librarians in PBL. In future instruction, librarians at the John W. Scott Health Sciences Library will continue to teach at the larger group level.
阿尔伯塔大学的图书馆员多年来一直参与本科医学和牙科教育教学工作。在基于问题的学习（PBL）小组层面增加图书馆员参与度一年后，教师和学生的非正式反馈表明图书馆员参与PBL小组是有益的。然而，没有实际证据支持这一说法，也无法证明对图书馆员时间的高需求是合理的。
本研究旨在确定在一年级医学和牙科学生的小组、基于问题的学习模块中配备一名图书馆员是否能提高学生对循证医学概念、医学文献性质和信息获取技能的理解。
164名一年级医学和牙科学生参与了该研究。共有18个PBL小组，每个小组约有9名学生和1名教师导师。6名图书馆员参与其中，并被随机分配到6个干预组。学生在课程开始时和6周课程结束时分别进行了前测和后测。
后测成绩显示图书馆员有轻微的积极影响，但期末考试成绩没有影响。小组中有图书馆员的学生和没有图书馆员的学生在态度或舒适度方面也没有差异。
影响不足以保证图书馆员继续参与PBL。在未来的教学中，约翰·W·斯科特健康科学图书馆的图书馆员将继续在更大的群体层面进行教学。
