Dunn Kathel, Crow Suzanne J, Van Moorsel T Guillaume, Creazzo Jeannine, Tomasulo Patricia, Markinson Andrea
Ehrman Medical Library, New York University Medical Center, 550 First Avenue, New York, New York 10016, USA.
J Med Libr Assoc. 2006 Apr;94(2):166-73.
This study evaluates the outcomes of the "Mini-Medical School for Librarians" or "Medical School Experience," a continuing education symposium designed to improve librarians' understanding of medicine and medical education.
The subjects are the symposium participants, a group that consisted of fifty-eight medical librarians and other information professionals.
Pre- and post-symposium self-evaluation surveys gauged participants' self-assessed confidence with the course content. A follow-up survey was administered six months after the symposium. A learning action plan recorded both the intended and actual applications of course content to professional settings.
T-test analysis of paired pre- and post-symposium responses reveal a significant positive change in the mean self-assessed confidence with course content immediately following the symposium. Pairings of post-symposium and follow-up survey responses indicate a slight reversal in attendees' confidence in the months following the symposium, but pairings of pre-symposium and follow-up survey results demonstrate that the longitudinal impact of the program on self-assessed confidence with course content was positive and significant. Analysis of the learning action plan revealed a disparity in how participants planned to use the information they learned in the course and how they actually used it.
Continuing education programs that address the content and structure of medicine can be an effective means by which to inform both the novice's and mid-career medical librarian's understanding of medicine and medical education.
本研究评估了“图书馆员迷你医学院”或“医学院体验”这一继续教育研讨会的成果，该研讨会旨在提高图书馆员对医学及医学教育的理解。
研究对象为研讨会参与者，这是一个由58名医学图书馆员和其他信息专业人员组成的群体。
在研讨会前后进行自我评价调查，以衡量参与者对课程内容的自我评估信心。在研讨会结束六个月后进行了一次后续调查。一份学习行动计划记录了课程内容在专业环境中的预期应用和实际应用情况。
对研讨会前后配对的回应进行t检验分析显示，在研讨会刚结束后，参与者对课程内容的自我评估信心平均有显著的正向变化。研讨会后与后续调查回应的配对表明，在研讨会后的几个月里，参与者的信心略有下降，但研讨会前与后续调查结果的配对表明，该项目对课程内容自我评估信心的纵向影响是积极且显著的。对学习行动计划的分析显示，参与者计划如何使用他们在课程中学到的信息与他们实际使用这些信息的方式存在差异。
涉及医学内容和结构的继续教育项目可以成为一种有效的方式，用以增进新手和处于职业生涯中期的医学图书馆员对医学及医学教育的理解。
