PURPOSE: This study evaluates the outcomes of the "Mini-Medical School for Librarians" or "Medical School Experience," a continuing education symposium designed to improve librarians' understanding of medicine and medical education. SUBJECTS: The subjects are the symposium participants, a group that consisted of fifty-eight medical librarians and other information professionals. METHODOLOGY: Pre- and post-symposium self-evaluation surveys gauged participants' self-assessed confidence with the course content. A follow-up survey was administered six months after the symposium. A learning action plan recorded both the intended and actual applications of course content to professional settings. RESULTS: T-test analysis of paired pre- and post-symposium responses reveal a significant positive change in the mean self-assessed confidence with course content immediately following the symposium. Pairings of post-symposium and follow-up survey responses indicate a slight reversal in attendees' confidence in the months following the symposium, but pairings of pre-symposium and follow-up survey results demonstrate that the longitudinal impact of the program on self-assessed confidence with course content was positive and significant. Analysis of the learning action plan revealed a disparity in how participants planned to use the information they learned in the course and how they actually used it. CONCLUSIONS: Continuing education programs that address the content and structure of medicine can be an effective means by which to inform both the novice's and mid-career medical librarian's understanding of medicine and medical education.
PURPOSE: This study evaluates the outcomes of the "Mini-Medical School for Librarians" or "Medical School Experience," a continuing education symposium designed to improve librarians' understanding of medicine and medical education. SUBJECTS: The subjects are the symposium participants, a group that consisted of fifty-eight medical librarians and other information professionals. METHODOLOGY: Pre- and post-symposium self-evaluation surveys gauged participants' self-assessed confidence with the course content. A follow-up survey was administered six months after the symposium. A learning action plan recorded both the intended and actual applications of course content to professional settings. RESULTS: T-test analysis of paired pre- and post-symposium responses reveal a significant positive change in the mean self-assessed confidence with course content immediately following the symposium. Pairings of post-symposium and follow-up survey responses indicate a slight reversal in attendees' confidence in the months following the symposium, but pairings of pre-symposium and follow-up survey results demonstrate that the longitudinal impact of the program on self-assessed confidence with course content was positive and significant. Analysis of the learning action plan revealed a disparity in how participants planned to use the information they learned in the course and how they actually used it. CONCLUSIONS: Continuing education programs that address the content and structure of medicine can be an effective means by which to inform both the novice's and mid-career medical librarian's understanding of medicine and medical education.