Teaching Evidence-Based Veterinary Medicine in the US and Canada.

There is no comprehensive review of the extent to which evidence-based veterinary medicine (EBVM) is taught in AVMA-accredited colleges of veterinary medicine in the US and Canada. We surveyed teaching faculty and librarians at these institutions to determine what EBVM skills are currently included in curricula, how they are taught, and to what extent librarians are involved in this process. Librarians appear to be an underused resource, as 59% of respondents did not use librarians/library resources in teaching EBVM.

Evaluation of best practices in the design of online evidence-based practice instructional modules.

Objectives: The research determined to what extent best practices are being followed by freely available online modules aimed at teaching critical thinking and evidence-based practices (EBPs) in health sciences fields.

Methods: In phase I, an evaluation rubric was created after reviewing the literature. Individual rubric questions were assigned point values and grouped into sections, and the sections weighted.

Translating research into practice: criteria for applying literature search results to your work.

Evidence-based practices in the fields of health education and health promotion require evaluating the validity and reliability of relevant and timely research. Skills associated with effectively assessing and applying research findings are essential when researchers and practitioners are developing a new program, writing a grant, or completing a research project. This Tool outlines steps and resources with which health educators and health promotion specialists can critically appraise the literature before deciding to apply a concept or practice.

Making the Critical Appraisal for Summaries of Evidence (CASE) for evidence-based medicine (EBM): critical appraisal of summaries of evidence.

Objectives: Standards for evaluating evidence-based medicine (EBM) point-of-care (POC) summaries of research are lacking. The authors developed a "Critical Appraisal for Summaries of Evidence" (CASE) worksheet to help assess the evidence in these tools. The authors then evaluated the reliability of the worksheet.

Search and ye shall find: practical literature review techniques for health educators.

Through a perusal of current published literature, health educators can locate resources for theses, dissertations, or manuscripts for scholarly publication or plan/develop health promotion programs or disease prevention interventions. Reviewing the literature, however, may be viewed as a nebulous or intimidating process. This article presents six steps intended to assist health educators to efficiently search the literature.

Developing and using a rubric for evaluating evidence-based medicine point-of-care tools.

Objective: The research sought to establish a rubric for evaluating evidence-based medicine (EBM) point-of-care tools in a health sciences library.

Methods: The authors searched the literature for EBM tool evaluations and found that most previous reviews were designed to evaluate the ability of an EBM tool to answer a clinical question. The researchers' goal was to develop and complete rubrics for assessing these tools based on criteria for a general evaluation of tools (reviewing content, search options, quality control, and grading) and criteria for an evaluation of clinical summaries (searching tools for treatments of common diagnoses and evaluating summaries for quality control).

Exploring e-readers to support clinical medical education: two case studies.

Question: Can e-readers loaded with medical textbooks and other relevant material benefit medical students, residents, and preceptors in clinical settings?

Settings: The settings are North Carolina community clinics served by Duke University Medical Center and St. Joseph's Hospital in Bryan, Texas, and Scott and White Memorial Hospital in Temple, Texas.

Methods: DUKE UNIVERSITY: Twenty second-year medical students and fourteen family medicine clerkship preceptors used Kindle e-readers in clinics during eight months of rotations.

Thinking outside the classroom: providing student-centered informatics instruction to first- and second-year medical students.

With the increasing amount of health information available, the Association of American Medical Colleges recommends that medical students be proficient in information management. Librarians can and should play a role in teaching students these skills. Medical information management instruction is most effective if integrated into the curriculum.