Phinney Jackie, Helwig Melissa, Rothfus Melissa A, Hancock Kristy
Instruction/Liaison Librarian: Dalhousie Medicine New Brunswick, Dalhousie University/Dalhousie Medicine New Brunswick, Saint John, NB.
Associate Dean Research & Scholarly Communications, Dalhousie University, WK Kellogg Health Sciences Library, Halifax, NS.
J Can Health Libr Assoc. 2024 Apr 1;45(1):30-43. doi: 10.29173/jchla29656. eCollection 2024 Apr.
Healthcare professionals (HCPs) have an ongoing need for continuing education (CE) while Health Science Librarians (HSLs), accustomed to supporting a range of learning needs in a variety of contexts, are well situated to provide CE that addresses information retrieval, literacy, management, and more. To better understand the extent of HSL delivered CE activities, we undertook a scoping review to determine how HSLs instruct practicing HCPs in support of their CE.
We searched for published and unpublished literature sources including PubMed (NCBI), Embase (Elsevier); Dissertations and Theses Global (ProQuest); CINAHL (EBSCO); Library, Information Science and Technology Abstracts (EBSCO); and Library Literature and Information Science Full Text (EBSCO). To identify unpublished sources, we searched the internet using Google and contacted two health sciences library listservs. We also performed backwards and forwards searching of our included sources.
Our database searches yielded 4842 sources, and we retrieved an additional 579 sources through supplementary retrieval methods. After duplicate removal and screening, we included 105 sources in this review. The included sources were published between 1970 to 2021 and covered a range of topics such as searching methods and tools, critical appraisal, and many more. Those related to evidence-based practice (EBP) appeared around 2001 and bibliometrics and bioinformatics arose after 2016. Publications depicting HSLs teaching CE most commonly occurred in academic settings. The most common population taught was nurses, followed by physicians. Most sources did not report using an information literacy framework or instructional design model, undertaking needs assessments, or reporting formal objectives or assessment.
While HSLs are active supporters of EBP, we need to apply the same principles to our own professional practice. Formal structure of programming and program assessment combined with clear, detailed reporting can help to build a more robust evidence base to support future CE provision.
医疗保健专业人员（HCPs）持续需要继续教育（CE），而健康科学图书馆员（HSLs）习惯于在各种环境中支持一系列学习需求，非常适合提供涵盖信息检索、素养、管理等方面的继续教育。为了更好地了解HSLs开展的继续教育活动的范围，我们进行了一项范围综述，以确定HSLs如何指导执业HCPs以支持他们的继续教育。
我们搜索了已发表和未发表的文献来源，包括PubMed（NCBI）、Embase（爱思唯尔）；全球学位论文和毕业论文（ProQuest）；CINAHL（EBSCO）；图书馆、信息科学与技术文摘（EBSCO）；以及图书馆文献与信息科学全文（EBSCO）。为了识别未发表的来源，我们使用谷歌搜索互联网，并联系了两个健康科学图书馆邮件列表。我们还对纳入的来源进行了回溯和向前搜索。
我们的数据库搜索产生了4842个来源，通过补充检索方法我们又检索到了579个来源。在去除重复项和筛选后，我们在本综述中纳入了105个来源。纳入的来源发表于1970年至2021年之间，涵盖了一系列主题，如搜索方法和工具、批判性评价等。与循证实践（EBP）相关的内容大约在2001年出现，文献计量学和生物信息学在2016年之后出现。描述HSLs教授继续教育的出版物最常出现在学术环境中。授课的最常见人群是护士，其次是医生。大多数来源没有报告使用信息素养框架或教学设计模型、进行需求评估或报告正式目标或评估。
虽然HSLs是循证实践的积极支持者，但我们需要将相同的原则应用于我们自己的专业实践。规划和项目评估的正式结构，结合清晰、详细的报告，有助于建立更强大的证据基础，以支持未来的继续教育提供。
