J Med Libr Assoc. 2020 Oct 1;108(4):534-546. doi: 10.5195/jmla.2020.954.
The authors reviewed educational interventions for improving literature searching skills in the health sciences.
We performed a scoping review of experimental and quasi-experimental studies published in English and German, irrespective of publication year. Targeted outcomes were objectively measurable literature searching skills (e.g., quality of search strategy, study retrieval, precision). The search methods consisted of searching databases (CINAHL, Embase, MEDLINE, PsycINFO, Web of Science), tracking citations, free web searching, and contacting experts. Two reviewers performed screening and data extraction. To evaluate the completeness of reporting, the Template for Intervention Description and Replication (TIDieR) was applied.
We included 6 controlled trials and 8 pre-post trials from the 8,484 references that we screened. Study participants were students in various health professions and physicians. The educational formats of the interventions varied. Outcomes clustered into 2 categories: (1) developing search strategies (e.g., identifying search concepts, selecting databases, applying Boolean operators) and (2) database searching skills (e.g., searching PubMed, MEDLINE, or CINAHL). In addition to baseline and post-intervention measurement, 5 studies reported follow-up. Almost all studies adequately described their intervention procedures and delivery but did not provide access to the educational material. The expertise of the intervention facilitators was described in only 3 studies.
The results showed a wide range of study populations, interventions, and outcomes. Studies often lacked information about educational material and facilitators' expertise. Further research should focus on intervention effectiveness using controlled study designs and long-term follow-up. To ensure transparency, replication, and comparability, studies should rigorously describe their intervention.
作者回顾了提高健康科学领域文献检索技能的教育干预措施。
我们对发表在英语和德语中的实验和准实验研究进行了范围性综述，不考虑出版年份。目标结果是可客观衡量的文献检索技能（例如，检索策略的质量、研究检索、精密度）。搜索方法包括搜索数据库（CINAHL、Embase、MEDLINE、PsycINFO、Web of Science）、跟踪引文、免费网络搜索和联系专家。两名评审员进行了筛选和数据提取。为了评估报告的完整性，应用了干预描述和复制模板（TIDieR）。
我们从筛选出的 8484 篇参考文献中纳入了 6 项对照试验和 8 项前后对照试验。研究参与者是各种健康专业的学生和医生。干预措施的教育形式各不相同。结果分为两类：（1）制定检索策略（例如，确定检索概念、选择数据库、应用布尔运算符）和（2）数据库检索技能（例如，搜索 PubMed、MEDLINE 或 CINAHL）。除了基线和干预后测量外，5 项研究报告了随访。几乎所有研究都充分描述了他们的干预程序和实施情况，但没有提供教育材料的访问权限。只有 3 项研究描述了干预措施实施者的专业知识。
结果显示了广泛的研究人群、干预措施和结果。研究往往缺乏有关教育材料和实施者专业知识的信息。进一步的研究应使用对照研究设计和长期随访来关注干预措施的有效性。为了确保透明度、复制和可比性，研究应严格描述其干预措施。
