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At least 937 records · Page 52Linked to original sources
PubMed1983

A study of the information-seeking skills of medical students and physician faculty.

In the research reported here, the authors compared (a) the abilities of third- and fourth-year students and physicians to solve problems requiring review of current literature with (b) the information-seeking procedures of the three groups in researching those problems. The subjects were given a patient care question to answer, and logs were maintained to document their information-seeking processes. The findings indicated no differences among the three groups in accurately solving patient care problems; a difference in information-seeking processes between third-year students and physicians; and no differences between third-year and fourth-year students or between physicians and fourth-year students in their approaches to seeking information. Mean scores indicated that all three groups need additional training on accessing the literature in making patient care decisions.

Clinical Competence↗
PubMed1992

A clinical librarian program in the intensive care unit.

OBJECTIVES: Clinical decision-making in the intensive care setting frequently requires the physician to obtain additional resource information. Physicians typically consult with colleagues, use personal medical books or files, or use library materials. Clinical librarians may also be used. This study evaluates the effectiveness of an ongoing clinical librarian program in the intensive care setting. DESIGN/SETTING: During a 3-month period, house officers in the medical and coronary ICUs in a major teaching hospital asked the clinical librarian 66 patient-care questions. Attached to the information selected by the clinical librarian was a questionnaire asking how the information was applied. MAIN RESULTS: There was an overall response rate of 65.1%. House officers indicated that the information: a) aided in diagnosis (37.2%), b) contributed to a better understanding of the therapy (51.2%), and c) resulted in improved patient management (30.2%). In some instances, the information was multibeneficial. The clinical librarian spent an average of 47 mins/question, and accumulated an average computer charge of $3.59. Personnel and on-line charges over the 3-month study period averaged $45/question. CONCLUSIONS: Clinical librarian programs may deliver patient-specific information in a timely, cost-effective manner. This information has an impact in the intensive care setting.

Connecticut↗
PubMed1996

Library use and academic achievement among medical students.

Many factors play a part in determining the performance of students in examinations, but the extent to which students use library facilities does not appear to have been recently considered as a factor, in medicine or in any other academic subject. In this study, the number of books borrowed from the library by undergraduate medical students was used as a simple measure of library use, and significant differences in book-borrowing levels were found between students in different years of the medical course, students from different regions of the world, and men and women students. In the first year of the course, students who borrowed most also performed best in their end-of-year examinations, and this association was only partly explained by regional differences. No such association was found among final-year students, suggesting different study habits and different assessment criteria in the clinical years of the course.

Educational Status↗