Assistant Professor and Regional Head Librarian, Library of the Health Sciences-Peoria, University of Illinois at Chicago, Peoria, IL,
Instructor and Regional Health Sciences Librarian, Library of the Health Sciences-Peoria, University of Illinois at Chicago, Peoria, IL,
J Med Libr Assoc. 2019 Jul;107(3):394-402. doi: 10.5195/jmla.2019.628. Epub 2019 Jul 1.
To understand librarians' evidence-based practice (EBP) professional development needs and assist library administrators with professional development decisions in their own institutions, the study team surveyed past participants of an EBP online course. This study aimed to (1) understand what course content participants found valuable, (2) discover how participants applied their course learning to their work, and (3) identify which aspects of EBP would be beneficial for future continuing education.
The study team distributed an eighteen-question survey to past participants of the course (2011-2017). The survey covered nontraditional demographic information, course evaluations, course content applications to participants' work, additional EBP training, and EBP topics for future CE opportunities. The study team analyzed the results using descriptive statistics.
Twenty-nine percent of course participants, representing different library environments, responded to the survey. Eighty-five percent of respondents indicated that they had prior EBP training. The most valuable topics were searching the literature (62%) and developing a problem, intervention, comparison, outcome (PICO) question (59%). Critical appraisal was highly rated for further professional development. Fifty-three percent indicated change in their work efforts after participating in the course. Ninety-seven percent noted interest in further EBP continuing education.
Survey respondents found value in both familiar and unfamiliar EBP topics, which supported the idea of using professional development for learning new concepts and reinforcing existing knowledge and skills. When given the opportunity to engage in these activities, librarians can experience new or expanded EBP work roles and responsibilities. Additionally, the results provide library administrators insights into the benefit of EBP professional development.
为了解图书馆员循证实践（EBP）专业发展需求，并协助图书馆管理人员在其所在机构做出专业发展决策，研究小组对过去参加过 EBP 在线课程的学员进行了调查。本研究旨在：（1）了解学员认为有价值的课程内容；（2）发现学员如何将课程学习应用于工作；（3）确定 EBP 的哪些方面有益于未来的继续教育。
研究小组向过去参加过该课程的学员（2011-2017 年）分发了一份十八个问题的调查问卷。该调查涵盖了非传统的人口统计信息、课程评估、学员将课程学习应用于工作、额外的 EBP 培训以及未来 CE 机会的 EBP 主题。研究小组使用描述性统计方法分析了结果。
29%的课程参与者，代表不同的图书馆环境，对调查做出了回应。85%的受访者表示他们之前接受过 EBP 培训。最有价值的主题是文献检索（62%）和制定问题、干预、比较、结果（PICO）问题（59%）。批判性评价被认为是进一步专业发展的重要内容。53%的人表示在参加课程后改变了工作努力方向。97%的人表示对进一步的 EBP 继续教育感兴趣。
调查受访者认为熟悉和不熟悉的 EBP 主题都有价值，这支持了通过专业发展学习新概念和强化现有知识和技能的观点。当有机会参与这些活动时，图书馆员可以体验新的或扩展的 EBP 工作角色和责任。此外，调查结果为图书馆管理人员提供了关于 EBP 专业发展益处的见解。
