Librarian and Clinical Faculty Collaborative Use of Formative Assessment in a Longitudinal Evidence-Based Medicine Curriculum

Authors

  • Sa'ad Laws Weill Cornell Medicine - Qatar
  • Mai A. Mahmoud Department of Medical Education – Weill Cornell Medicine – Qatar, Doha, Qatar
  • Moune Jabre Department of Medical Education – Weill Cornell Medicine – Qatar, Doha, Qatar https://orcid.org/0000-0003-4590-3636
  • Amal Khidir Department of Medical Education – Weill Cornell Medicine – Qatar, Doha, Qatar https://orcid.org/0000-0002-4238-9515
  • Ziyad Mahfoud Department of Medical Education – Weill Cornell Medicine – Qatar, Doha, Qatar Division of Epidemiology, Department of Population Health Sciences, Weill Cornell Medicine, New York, NY, United States. https://orcid.org/0000-0003-4098-6401

DOI:

https://doi.org/10.18060/28048

Keywords:

Evidence-Based Medicine, instruction, librarian research

Abstract

Background

The authors developed a longitudinal curriculum for teaching third- and fourth-year undergraduate medical students evidence-based medicine (EBM). This curriculum involved substantial librarian involvement, the use of formative assessment as a teaching method, and progressive repetition of skills.

Methods

Students in three clinical clerkships (Medicine, Pediatrics, OB/GYN) completed EBM assignments based on real-world scenarios in this quasi-experimental study. Each clerkship required students to submit an EBM plan, from which they received directed feedback from both the clerkship director and a librarian after submitting preliminary EBM plans. This study tracked student PICO and search submissions to determine if repeated exposure to EBM feedback resulted in improved summative assessments, both in isolation and longitudinally.

Results

Students’ PICO and searching performance improved between mid-clerkship formative feedback and end-clerkship summative assessment in all three clerkships using rubrics developed by the authors for each clerkship derived from existing literature. When examining student performance sequentially over three clerkships, there was significant improvement between the first and second clerkships, but this did not carry into the third clerkship.

Discussion

Our findings suggest that the significant inclusion of a librarian and feedback appears to have positive effects on student performance. While it may seem obvious that feedback results in improved outcomes, this method doesn’t appear widespread in medical education. Repetition, while not having a lasting increase in performance, may still be warranted to increase exposure to authentic cases and evidence types.

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Published

09/24/2024

How to Cite

Laws, S., Mahmoud, M., Jabre, M., Khidir, A., & Mahfoud, Z. (2024). Librarian and Clinical Faculty Collaborative Use of Formative Assessment in a Longitudinal Evidence-Based Medicine Curriculum. Hypothesis: Research Journal for Health Information Professionals, 36(2). https://doi.org/10.18060/28048

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