UCSF Department of Pediatrics, 500 Parnassus Avenue, MUE 406, Box 0136, San Francisco, CA 94143-0136, USA.
Acad Med. 2009 Oct;84(10 Suppl):S38-41. doi: 10.1097/ACM.0b013e3181b36fba.
Increasingly, schools have integrated evidence-based medicine into their curricula. Most efforts focus on critical appraisal of literature rather than information retrieval and management (IRAM) skills. We implemented two versions of an IRAM curriculum (workshop alone and workshop with librarian visit) and evaluated their effectiveness.
First-year medical students in a problem-based learning course researched six learning issues (LIs). We compared the number and completeness of LI citations of students receiving a Workshop/Librarian or a Workshop intervention with those of a control group.
A total of 2,415 LIs containing 6,717 citations from 429 students were scored. Among the Workshop/Librarian, Workshop, and control groups, respectively, the percentage of LIs without citations was 9.3%, 11.0%, and 14.0%, the percentage of citations with complete documentation was 64.9%, 61.0%, and 29.4%, and the frequency of citing primary articles was 24.7%, 13.2%, and 18.8% (P < .05).
An IRAM curriculum that includes a workshop plus librarian participation produced the best student citation habits.
越来越多的学校将循证医学纳入其课程。大多数努力都集中在对文献进行批判性评估上，而不是信息检索和管理（IRAM）技能上。我们实施了两种 IRAM 课程（仅研讨会和带图书馆员访问的研讨会），并评估了它们的效果。
在基于问题的学习课程中，一年级医学生研究了六个学习问题（LI）。我们比较了接受 Workshop/Librarian 或 Workshop 干预的学生与对照组的 LI 引文数量和完整性。
共对 429 名学生的 2,415 个 LI 进行了评分，其中包含 6,717 个引文。在 Workshop/Librarian、Workshop 和对照组中，无引文的 LI 百分比分别为 9.3%、11.0%和 14.0%，有完整文献记录的引文百分比分别为 64.9%、61.0%和 29.4%，引用原始文章的频率分别为 24.7%、13.2%和 18.8%（P<.05）。
包括研讨会和图书馆员参与的 IRAM 课程产生了最佳的学生引文习惯。
