Dr. Krasne is professor emerita, Department of Physiology, David Geffen School of Medicine at UCLA, Los Angeles, California. Dr. Stevens is professor, Department of Medicine, and director of curriculum development, David Geffen School of Medicine at UCLA, Los Angeles, California, and professor, Emergency Medicine, Harbor-UCLA County Hospital, Torrance, California. Dr. Wilkerson is senior associate dean for medical education, David Geffen School of Medicine at UCLA, Los Angeles, California.
Acad Med. 2014 Jul;89(7):1069-74. doi: 10.1097/ACM.0000000000000288.
To describe and report outcomes of interventions implemented in the preclerkship curriculum at the David Geffen School of Medicine at UCLA to guide students toward use of high-quality information sources and build a foundation for developing fluency in applying primary medical literature to answer clinical questions.
The authors introduced three phases of change to instruction in literature searching and sourcing for beginning medical students writing learning issue essays: in phase 1 (2003-2006), students were introduced to online resources during orientation week and received a lecture on high-yield literature searching midway through their first curricular block; in phase 2 (2007-2008), the high-yield lecture shifted to orientation week, and a resource matrix and librarian-guided workshop on locating authoritative sources were added; and in phase 3 (2009), peer evaluation and collaboration were implemented. To track changes in sourcing skills, the authors analyzed 3,199 references from 665 essays written by 465 first-year students for two problem-based learning (PBL) cases during the first block of one representative year per phase (2006, 2008, 2009).
Over the study period, the authors found significantly increased citations to peer-reviewed journal articles and guidelines and decreased citations to general public Web sites and highly abstracted resources. Peer feedback and collaboration in phase 3 were associated with maintenance of these gains.
Early introduction of instruction on medical literature searching and sourcing, a librarian-guided workshop, and peer collaboration and feedback improved the quality of references cited by students in PBL essays during their first curricular block.
描述并报告在加州大学洛杉矶分校大卫格芬医学院预科课程中实施的干预措施的结果，以指导学生使用高质量的信息来源，并为熟练应用主要医学文献来回答临床问题奠定基础。
作者在为刚开始写学习问题论文的医学生介绍文献搜索和资源获取的教学中引入了三个阶段的变革：第一阶段（2003-2006 年），在新生入学周向学生介绍在线资源，并在他们第一个课程模块的中期安排一次关于高效文献搜索的讲座；第二阶段（2007-2008 年），高效讲座转移到入学周，同时增加了资源矩阵和图书馆员指导的查找权威资源的研讨会；第三阶段（2009 年），引入了同伴评估和合作。为了跟踪资源获取技能的变化，作者分析了在每个阶段的一个代表性学年的第一个 PBL 案例中，465 名一年级学生为 665 篇学习问题论文引用的 3199 个参考文献（2006 年、2008 年和 2009 年）。
在研究期间，作者发现引用同行评议的期刊文章和指南的引文显著增加，而引用大众网站和高度抽象资源的引文减少。第三阶段的同伴反馈和合作与这些收益的维持有关。
早期介绍医学文献搜索和资源获取的教学、图书馆员指导的研讨会以及同伴合作和反馈提高了学生在第一个课程模块的 PBL 论文中引用参考文献的质量。
