Supporting Evidence-based Education & Research via the E-learning Platform:

1. Supporting Evidence-based Education & Research via the E-learning Platform: a Curriculum-integrated Approach Julia L.Y. Chan Medical Librarian Branch Libraries Services Team Leader Yu Chun Keung Medical Library University of Hong Kong Hong Kong, China

2. University of Hong Kong

3. University of Hong Kong • Founded in 1911 • Oldest tertiary institution in Hong Kong LKS Faculty of Medicine • Founded in 1887 as the Hong Kong College of Medicine for Chinese • Accorded the position of premier Faculty when the University was opened in 1912

4. LKS Faculty of Medicine

5. YCK Medical Library

6. Faculty of Medicine (1) • Departments: 17 • Institutes & Centers: 18 • School of Chinese Medicine • Teaching staff: 228 full-time • Honorary teachers: 2,000 (doctors in public hospitals / private practitioners) • Students: 2,484

7. Faculty of Medicine (2) • Undergraduate program: 5 years • Pre-clinical: 2 years • Clinical clerkship: 3 years

8. Undergraduate curriculum (1) • Hybrid – PBL, lectures, practicals • Integrated – interconnections between: • different fields of knowledge • functions of organ systems of the body • essential elements of basic science • clinical practice

9. Undergradate curriculum (2)

10. EBP Curriculum • Nov 1995 - Faculty workshop on medical education - need for change, moved towards integrated and problem-based teaching • Feb 1996 - International workshop on “New Innovation in Medical Education” • 1997/98 - new medical curriculum commenced

11. Role of Medical Library • Invited to Faculty Teaching Quality Committee • Participated in Faculty-based Curriculum Review & Teacher Training Project • Participates in medical informatics curriculum • Offers curriculum-related evidence-based training to medical & nursing students

12. Role of Medical Library Information Literacy Program

13. Web-enhanced Learning – Thiele (2003) • Students become more independent • More self-directed • More self-discipline

14. Web-enhanced Learning – Creedy (2007) • Online content and activities can augment studentlearning • Simpleonline tasks incorporated into the program will increase IT literacy skills & confidence in use of internet resources

15. Web-enhanced Learning – Billings (2003) • Ease of access to information • Flexibility to learn at own pace • Support learner-centered approach • Create learning communities - opportunity for peers to connect, share information, and collaborate on coursework

16. Web-enhanced Learning – Billings (2003) • Absence of visual cues - inability to view face-to-face, nonverbal aspects of communication • Loss of personal interaction with instructors and peers • Sense of isolation - reduced opportunities for socialization • Problems with hardware, software, or Internet connectivity

17. Web-based / enhanced Learning – Kenny (2000) Economic & resource factors • Reduce overhead • Manage ever increasing student numbers • Flexibility in the provision of continuing education development • Improve accessibility and quality of learning materials • Produce efficiencies in lecturing time, room bookings and administration cost

18. Dept of Community Medicine WebCT enhanced learning (1) • Commenced approx. 4 years ago • Enhance traditional methods of course delivery • Students retain regular contact with teaching staff

19. Dept of Community Medicine WebCT enhanced learning (2) • Course syllabus • Lecture notes • Videos • Quizzes • Forum for comments/suggestions

20. Library Initiatives (1) • Collaborate with Dept of Community Medicine • Integrate information literacy skills into the curriculum within the course management system (WebCT)

21. Library Initiatives (2) Objectives • To investigate learning effectiveness in the e-learning environment • To test/ assess feasibility, appropriateness, efficacy of the new educational technique • To facilitate timely, efficient use of resources – ‘just-enough-just-in-time’ information within the course management system • To promote student’s information seeking & life-long learning behavior

22. Library Workshop Searching for Evidence - Basic Skills 1 • Introduction to library services, facilities, resources • Basic & advanced library catalogue search • Access to e-resources via the Library Web page

23. Library Workshop Searching for Evidence - Basic Skills 2 • Research process • Topic analysis: identify keywords & synonyms • PubMed/ Ovid Medline search features & strategies • Precise searching using MeSH • Compile and manage a bibliography

24. Library Workshop Searching for Evidence - Advanced Skills 1 • Training on Core EBM databases (Cochrane Library, Clinical Evidence, ACP Journal Club ..) • Research methodology filters to identify EBM articles – Medline (clinical queries, etc.) • Strategies to find information to answer clinical questions • WWW resources and search engines • Critical assessment of quality of resources

25. Library Workshop - intervention Searching for Evidence – WebCT • Introduce EBM cycle, PICO elements • Strategies to formulate clinical questions & search for evidence • 8 case-based exercises • Help via email

26. Library Workshop Searching for Evidence - Advanced Skills 2 • Case-based exercise to test the students’ acquired knowledge • Presentation of the exercise • Librarian to provide clarification & misunderstanding

27. Library Resources in WebCT • EBM resources: e-journals, databases, books/ebooks, evaluated websites, guidelines … • Medical Library homepage • Online catalogue • Tutorials/ video tutorials

33. Practices 1. Aspirin & prevention of heart attack 2. Breast cancer screening 3. High cholesterol & heart attack 4. Antibiotics & common cold 5. Hormone replacement therapy & breast cancer 6. Prostate cancer screening 7. Quit smoking / nicotine patch 8. DOT & tuberculosis

42. Evaluation – Quantitative (1) scores / grades Pre- & post-test • Identify the PICO element • Formulate clinical questions • Search for evidence • Retrieve appropriate evidence

43. Evaluation – Quantitative (2) Questionnaire - 5-point Likert scale • Usefulness • Satisfaction • computer literacy • perceived support • effectiveness of educational intervention

44. Evaluation - Qualitative Focus Group • Students’ experience of library workshop/ tutorial • Views of the teaching method (usefulness, content, modes of delivery …) • Views of modes of learning (length of program, knowledge and skills to be attained, applicability to their study) • What would they like to include in the program • Strengths and weaknesses of the program

46. Goal Extend the initiative of evidence-based approach in information literacy programs to other faculties • Nursing EBP curriculum • E-health literacy course for HKU students

47. E-Health Literacy - key component Online platform (WebCT) • Case studies • Use problem-based learning approach • Facilitate students to search for reliable health information based on case scenarios

48. Goal - University-wide (1) • Inline with HKU new four-year undergraduate curriculum’s Action Plan – underlying theme – transforming student learning • Promote increased flexibility in the delivery, participation and modes of learning (visual, aural, tactic) in the curriculum reform • Promote information technology in education

49. Goal - University-wide (2) • Encourage students to develop self-directed learning through active participation & conceptualization of learning using the problem-based approach • Extend the initiative of evidence-based approach in information literacy programs via the e-learning platform across discipline boundaries to other faculties in the university - benefiting all students, staff and the entire learning community

50. Questions ? Thank you 謝謝