Exploring Best Practices for Librarian Integration into Case-Based Small Group Learning

Abstract

Objectives:To explore best practices for integrating health sciences librarians in case-based learning in undergraduate medical education. Methods: A group of health sciences librarians and medical educators performed a study and analyzed first and second year medical students’ use of resources in small group case-based learning experiences. Librarian activities included collecting students’ learning objective presentations, evaluating and critiquing the resources cited, and providing written feedback. Librarians also performed in-person observations of small group presentations and gave input to students. In this study, the librarians discovered gaps in information seeking skills on the part of the students as well as faculty small group facilitators. Facilitators acknowledged a need for training and reminders about effective searching. Librarians identified ways to equip students and faculty facilitators with improved searching and critical appraisal skills. Results: Librarian presence in the small groups reminded facilitators to prompt students to assess the quality of the resources they consult to answer scenario-based questions. Plans are underway to develop more structured training for facilitators and explore meaningful assignments for students to reinforce critical thinking while searching for health information. One librarian, as part of a teaching fellowship project, was invited to teach a session on searching and critical appraisal skills to faculty small group facilitators for an orientation session at the beginning of the 2018-2019 academic year. A needs assessment will also be developed for the small group facilitators to determine their needs for developing information seeking skills and best ways to leverage librarian expertise. Conclusion: The presence of the librarians in the small group prompted both students and faculty facilitators to consider the quality of information resources which are important for clinical reasoning skills for their future clinical work.