Isabelle N Colmers-Gray1, David J Ha1, Maria C Tan2, Sandy L Dong1. 1. Department of Emergency Medicine University of Alberta Edmonton Alberta Canada. 2. John W. Scott Health Sciences Library University of Alberta Edmonton Alberta Canada.
Abstract
INTRODUCTION: Evidence-based medicine (EBM) and literature searching skills are competencies within the emergency medicine (EM) residency curriculum. Previously in our residency program, a librarian taught literature searching instruction, including a classroom-based overview of search engines. Learners reported low engagement and poor retention. To improve engagement, interest, and skill retention, we used a novel approach: simulation to teach real-time literature searching. METHODS: Based on a needs assessment of our EM residents, we created a literature searching workshop using a flipped classroom approach and high-fidelity simulation. Goals of the session were to be interactive, engaging, and practice-relevant. With a librarian, we developed a brief list of EM-relevant databases, including tips for searching and links to sites/apps. Prereadings also covered the hierarchy of evidence and formulating a good clinical (PICO) question. Residents (12 junior residents) participated in a high-fidelity simulation involving a stable patient whose management required a literature search to inform decisions. Feedback was collected on the simulation experience. RESULTS: Residents received the list of EM-relevant databases 7 days prior and were instructed to set up and test the resources on their smartphones. The day of the session, one resident volunteered to lead the simulation; all residents participated in the search on their smart phones. Collectively, it took 4.5 minutes to find a study that adequately addressed the clinical question and to manage the patient accordingly. Feedback on the simulation was positive. Students found it "very real and practical" and "immediately institutable into practice." It helped residents learn to efficiently and effectively search the literature while managing a stable patient. CONCLUSION: A flipped-classroom simulation-based teaching strategy made learning literature searching more interesting, engaging, and applicable to EM practice. Based on popular demand, we will continue to use this teaching method.
INTRODUCTION: Evidence-based medicine (EBM) and literature searching skills are competencies within the emergency medicine (EM) residency curriculum. Previously in our residency program, a librarian taught literature searching instruction, including a classroom-based overview of search engines. Learners reported low engagement and poor retention. To improve engagement, interest, and skill retention, we used a novel approach: simulation to teach real-time literature searching. METHODS: Based on a needs assessment of our EM residents, we created a literature searching workshop using a flipped classroom approach and high-fidelity simulation. Goals of the session were to be interactive, engaging, and practice-relevant. With a librarian, we developed a brief list of EM-relevant databases, including tips for searching and links to sites/apps. Prereadings also covered the hierarchy of evidence and formulating a good clinical (PICO) question. Residents (12 junior residents) participated in a high-fidelity simulation involving a stable patient whose management required a literature search to inform decisions. Feedback was collected on the simulation experience. RESULTS: Residents received the list of EM-relevant databases 7 days prior and were instructed to set up and test the resources on their smartphones. The day of the session, one resident volunteered to lead the simulation; all residents participated in the search on their smart phones. Collectively, it took 4.5 minutes to find a study that adequately addressed the clinical question and to manage the patient accordingly. Feedback on the simulation was positive. Students found it "very real and practical" and "immediately institutable into practice." It helped residents learn to efficiently and effectively search the literature while managing a stable patient. CONCLUSION: A flipped-classroom simulation-based teaching strategy made learning literature searching more interesting, engaging, and applicable to EM practice. Based on popular demand, we will continue to use this teaching method.