OBJECTIVE: The objectives were (1) to develop an academic, graduate-level course designed for information professionals seeking to bring evidence to clinical medicine and public health practice and to address, in the course approach, the "real-world" time constraints of these domains and (2) to further specify and realize identified elements of the "informationist" concept. SETTING: The course took place at the Division of Health Sciences Informatics, School of Medicine, Johns Hopkins University. PARTICIPANTS: A multidisciplinary faculty, selected for their expertise in the course core competencies, and three students, two post-graduate National Library of Medicine (NLM) informationist fellows and one NLM second-year associate, participated in the research. INTERVENTION: A 1.5-credit, graduate-level course, "Informationist Seminar: Bringing the Evidence to Practice," was offered in October to December 2006. In this team-taught course, a series of lectures by course faculty and panel discussions involving outside experts were combined with in-class discussion, homework exercises, and a major project that involved choosing and answering, in both oral and written form, a real-world question based on a case scenario in clinical or public health practice. CONCLUSION: This course represents an approach that could be replicated in other academic health centers with similar pools of expertise. Ongoing journal clubs that reiterate the question-and-answer process with new questions derived from clinical and public health practice and incorporate peer review and faculty mentoring would reinforce the skills acquired in the seminar.
OBJECTIVE: The objectives were (1) to develop an academic, graduate-level course designed for information professionals seeking to bring evidence to clinical medicine and public health practice and to address, in the course approach, the "real-world" time constraints of these domains and (2) to further specify and realize identified elements of the "informationist" concept. SETTING: The course took place at the Division of Health Sciences Informatics, School of Medicine, Johns Hopkins University. PARTICIPANTS: A multidisciplinary faculty, selected for their expertise in the course core competencies, and three students, two post-graduate National Library of Medicine (NLM) informationist fellows and one NLM second-year associate, participated in the research. INTERVENTION: A 1.5-credit, graduate-level course, "Informationist Seminar: Bringing the Evidence to Practice," was offered in October to December 2006. In this team-taught course, a series of lectures by course faculty and panel discussions involving outside experts were combined with in-class discussion, homework exercises, and a major project that involved choosing and answering, in both oral and written form, a real-world question based on a case scenario in clinical or public health practice. CONCLUSION: This course represents an approach that could be replicated in other academic health centers with similar pools of expertise. Ongoing journal clubs that reiterate the question-and-answer process with new questions derived from clinical and public health practice and incorporate peer review and faculty mentoring would reinforce the skills acquired in the seminar.
Authors: Hayley Goldbach; Aileen Y Chang; Andrea Kyer; Dineo Ketshogileng; Lynne Taylor; Amit Chandra; Matthew Dacso; Shiang-Ju Kung; Taatske Rijken; Paul Fontelo; Ryan Littman-Quinn; Anne K Seymour; Carrie L Kovarik Journal: J Am Med Inform Assoc Date: 2013-03-27 Impact factor: 4.497
Authors: Christopher R Carpenter; Bryan G Kane; Merle Carter; Raymond Lucas; Lee G Wilbur; Charles S Graffeo Journal: Acad Emerg Med Date: 2010-10 Impact factor: 3.451
Authors: des Anges Cruser; Sarah K Brown; Jessica R Ingram; Alan L Podawiltz; Bruce D Dubin; John S Colston; Robert J Bulik Journal: Osteopath Med Prim Care Date: 2010-07-08