Vanderbilt University, Annette and Irwin Eskind Family Biomedical Library and Learning Center, Nashville, TN, USA.
Department of Pharmacy Practice, D'Youville University School of Pharmacy, Buffalo, NY, USA.
Am J Pharm Educ. 2024 Jan;88(1):100626. doi: 10.1016/j.ajpe.2023.100626. Epub 2023 Nov 14.
This study aimed to characterize the scholarship of teaching and learning specific to drug information and library sciences (DILS) in pharmacy education and provide a comprehensive, evidence-based resource for faculty, detailing published practices for content delivery and scholarly research gaps.
Systematic searches of PubMed, Embase, International Pharmaceutical Abstracts, Educational Resources Information Center, Scopus, Library Literature & Information Science Full Text, and Library, Information Science & Technology Abstracts were conducted from January 1997 through early February 2022. Included studies were published in English, involved DILS content, were specific to pharmacy education, were original research, and were conducted in North America. The review excluded abstract-only records and studies that did not include learners (ie, pharmacy students and residents) as participants. Duplicate records were removed. After screening and review, 166 articles met the eligibility criteria, 60% of which (n = 100/166) were published in the last 10 years. Most studies focused on literature evaluation (45/166, 27%), fundamentals of drug information (43/166, 25%), evidence-based medicine (21/166, 13%), and resource utilization (21/166, 13%). Studied learners were mainly pharmacy students (77%), and 82% of research included authors who were pharmacists, whereas 14% included librarians. Assessment techniques used primarily focused on student perception (61/166, 37%), followed by summative assessment (46/166, 28%), other (25/166, 15%), and formative assessment (18/166, 11%).
This article presents a systematically identified collection of North American literature examining the education in DILS of pharmacy learners. Areas for continued research of DILS content include evaluating underrepresented educational domains (ie, systematic approach, response development and provision, literature searching, study design), using librarians more in scholarship of teaching and learning research, and using formative and summative assessments as outcomes.
本研究旨在描述药物信息学和图书馆学（DILS）在药学教育中的教学学术特征，并为教师提供全面的、基于证据的资源，详细介绍已发表的教学内容和教学学术研究空白。
从 1997 年 1 月到 2022 年 2 月初，对 PubMed、Embase、国际药学文摘、教育资源信息中心、Scopus、图书馆文献和信息科学全文以及图书馆、信息科学和技术文摘进行了系统检索。纳入的研究均为英文发表，涉及 DILS 内容，针对药学教育，为原始研究，且在北美进行。该综述排除了仅含摘要的记录和不包含学习者（即药学学生和住院医师）作为参与者的研究。去除了重复记录。经过筛选和评审，符合纳入标准的文章有 166 篇，其中 60%（n=100/166）发表于过去 10 年。大多数研究集中于文献评价（45/166，27%）、药物信息基础（43/166，25%）、循证医学（21/166，13%）和资源利用（21/166，13%）。研究学习者主要为药学学生（77%），82%的研究包括药师作者，而 14%的研究包括图书馆员。使用的评估技术主要侧重于学生感知（61/166，37%），其次是总结性评估（46/166，28%）、其他（25/166，15%）和形成性评估（18/166，11%）。
本文介绍了一个系统地确定的北美文献集合，这些文献研究了药学学习者的 DILS 教育。DILS 内容教学学术研究的持续研究领域包括评估代表性不足的教育领域（即系统方法、反应开发和提供、文献检索、研究设计）、在教学学术研究中更多地使用图书馆员，以及将形成性和总结性评估作为结果。
