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Library Training Modules

Library instruction series to improve evidence-based practice and research skills among students, faculty and staff of ATSU

Library Training Modules

  • Library Training Modules have been developed to improve the participants' understanding of the evidence based practice research process and to help them excel in an evidence-based healthcare environment. 
  • The objectives of each module are designed to develop the required knowledge as designated within the participants' specific professional competencies. (See Professional Competencies by Program).
  • Each module is designed to build upon the skills developed in the previous module. Participants are not required to attend the modules in any particular order, however it is recommended. 
  • All sessions will be held in person at the A. T. Still Memorial Library on the Missouri Campus. 
    • Synchronous viewing will be available via Zoom. 
    • All sessions will be recorded and available to registrants for asynchronous viewing. 
    • Please refer to the Upcoming Library Training Modules calendar for dates and registration information. 

Library Training Module Objectives

Each participant will: 

  1. Outline an introductory understanding of the evidence-based practice process.
  2. Demonstrate introductory skills to design answerable evidence-based questions. 
  3. Summarize an introductory understanding of the levels of evidence. 
  4. Demonstrate introductory level skills to search for evidence. 
  5. Identify an introductory understanding of evidence sources. 
  6. Summarize an introductory understanding of critical thinking skills to appraise the evidence. 
  7. Identify an introductory understanding of how these skills relate to the competencies of their professional organizations. 

Critical Thinking Skills

"Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating  information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action" (Scriven, 1996). 

Critical thinking = the intentional application of higher order thinking skills (Angelo, 1995, p. 6).

  • Analysis
  • Synthesis
  • Problem recognition
  • Problem solving
  • Evaluation

Metacognition = the ability to analyze one's own thinking processes.

Professional Competencies by Program

AACOM competencies, specifically EPA 7, requires Medical Residents to be able to: 

  1. Identify key clinical questions
  2. Identify information resources
  3. Retrieve information and evidence to address clinical questions
  4. Critique the quality of the evidence
  5. Assess the applicability of the evidence to their patients. 

LCME Standard 6.3: Self-directed learning involves medical students' self-assessment of learning needs.

  • Independent identification, analysis and synthesis of relevant information
  • appraisal of the credibility of information sources
  • Feedback on these skills

American Physical Therapy Association: the development and utilization of evidence-based practice that includes the integration of best available research, clinical expertise, and patient values and circumstances relevant to patient/client management, practice management, and health policy decision making. 

American Occupational Therapy Association: Occupational therapy is a science-driven profession that applies the most up-to-date research to service delivery. 

Nursing: "Evidence based nursing practice is the conscientious explicit and judicious use of theory-derived, research-based information in making decisions about care delivery to individuals or groups of patients and in consideration of individual needs and preferences" Gail L. Ingersoll

Audiology: Characterize and implement evidence-based practice methods and a critical evaluation of the literature to provide optimal outcomes for diagnosis and treatment of auditory and vestibular disorders. 

Allied Health Professionals

"To employ evidence in practice, health care professionals should be able to: 

  • Know where and how to find the best possible sources of evidence
  • Formulate clear clinical questions
  • Search for the relevant answers to those questions from the best possible sources of evidence, including those that evidence or appraise the evidence for its validity and usefulness with respect to a particular patient or population. 
  • Determine when and how to integrate these new findings into practice." 

Institute of Medicine (US) Committee on the Health Professions Education Summit; Greiner AC, Knebel E, editors. Health Professions Education: A Bridge to Quality. Washington (DC): National Academies Press (US); 2003. Chapter 3, The Core Competencies Needed for Health Care Professionals. Available from: https://www.ncbi.nlm.nih.gov/books/NBK221519/

Commission on Dental Accreditation (CODA):

Evidence-based Care/Evidence-based Dentistry (EBD) is an approach to oral health that requires the judicious integration of systematic assessments of clinically relevant scientific evidence, relating to the patient's oral and medical condition and history, with the dentist's clinical experience and the patient's treatment needs and preferences. EBD uses thorough, unbiased systematic reviews and critical appraisal of the best available scientific evidence in combination with clinical and patient factors to make informed decisions about appropriate health care for specific clinical circumstances.