1.
Evaluation of designing information literacy for health
professionals in the University of Oslo medical library:
User's Perceptions
Muharrem Yilmaz
muharrem.yilmaz@ub.uio.no
ECIL 2015 - Tallinn
Medical Library

2.
Content
 Information Literacy and Evidence Based Practice
 Instructional Services at UO Medical Library
 Objectives - Methodology
 Results - Discussion
 References
 Questions
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Information Literacy & Evidence Based Practice
 IL concept is widely recognized as it forms a major component
of Evidence Based Practice (CILIP)
 Health professionals go through medical literature to find best
evidence in the literature to accomplish the steps of the EBP
Figure: http://elibrarygroups.health.nt.gov.au
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EBP Steps
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professional
expertise
best research
evidence
client
values
EBP

4.
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Instructional Services at UO Medical Library
Figure: http://hsl.mcmaster.libguides.com/ebm
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Instructional Services at UO Medical Library
 PubMed (Medline) - Ovid (Medline)
 Literature Search for Clinical Practice
 Critical Evaluation of Articles
 EndNote
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7.
Objectives
 To plan effective information literacy programmes to
health professionals
by investigating the users’ needs, preferences, and expectations
from information literacy training programmes and users’ aspects on
current courses.
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Methodology
 Qualitative & Quantitative
 Data Collection:
 questionnaire
 feedback forms
 Coding techniques
 Descriptive narrative methods
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Methodology - Population
Questionnaire Feedback forms
Physicians (21%) Physicians (41%)
Nurses (28.4%) Nurses (28%)
1. Nurses (27.7%)
2. Chief Physicians (12.4%)
3. Physicians (8.6%)
4. Office employees (4.3%)
5. Physiotherapists (4.1%)
6. Bioengineers (4%)
7. Psychologists (3.6%)
8. Radiographs (2.3%)
9. Midwives(1.8%)
10. Occupational Therapist (1.4%)
11. Sociologists (1.1%)
12. Auxiliary Nurses (0.7%)
13. Medical Students (0.5%)
14. Other (27.5%)
1. Physicians (41%)
2. Nurses (28%)
3. Student (14%)
4. Bioengineers (9%)
5. Occupational Therapist (5%)
6. Other (13%)
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Results
Current Courses %
PubMed Course 77.5 %
Literature Search Course 59.1%
Ovid Medline Course 57.2%
Critical Appraisal Course 53.9%
EndNote Course 50.5 %
Converting to EndNote 27.2 %
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Results
Requested Databases for Instruction %
Cochrane Database of Systematic Reviews (CDSR)
Library catalogue (Primo-Oria)
UpToDate
Web of Science
CINAHL
SVEMED+ (The Scandinavian Medical Database)
BMJ Best Practice
Knowledge centre rapport (National)
NICE Guidance
McMaster PLUS
Guidelines International Network (G-I-N)
Health Technology Assessment Database (HTA)
PEDro (The Physiotherapy Evidence Database)
Scopus
DARE (Database of Abstracts of Reviews of Effects)
CENTRAL (Cochrane Central Register of Controlled Trials)
(19.3%)
(16.8%)
(7.7%)
(7.7%)
(6.6%)
(6.3%)
(5.4%)
(4.7%)
(4.3%)
(3.8%)
(3.4%)
(2.1%)
(1.8%)
(1.3%)
(0.9%)
(0.4%)
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feedback form
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4%
4%
2%
5%
4%
30%
27%
18%
28%
32%
66%
69%
80%
67%
64%
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9
My expectations were met
Course length was appropriate
The course was relevant for me
Support sheets were useful
The course was conducted in a good way
St. agree
Agree
Neutral
Disagree
St. disagree
User’s opinions on the statements on the feedback form
Results - User’s opinions on the statements on the feedback form
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 What did you like best about the course?
 Theory and Presentation
 Practice, Tasks and Exercises
 Instructor / Librarian
 What could have been improved for the course?
 Theory and Presentation
 Practice, Tasks and Exercises
 Instructor / Librarian
Results - Comments via Open Ended Questions
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 What did you like best about the course?
 Theory and Presentation
- the level, relevance and comprehensibility of the course
- ingredients of the presentation
 Practice, Tasks and Exercises
- balance between theory and exercises
- step by step and implementing the tasks simultaneously
- self-searching / self-using
 Instructor / Librarian
- proficiency, motivations and pedagogical skills of librarians
- qualified and professional assist
- flexibility and willingness
Results - Comments via Open Ended Questions
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 What could have been improved for the course?
 Theory and Presentation
- more informing introduction on the course
- examining participants’ prior knowledge before the course
- content of the courses are quite extensive and includes in many facts
- more focused and tailored content
- speed of demonstration
 Practice, Tasks and Exercises
- more interactive sessions, active participation
- smaller groups for exercises
- more time for practical part
- self-searching / self-using
Results - Comments via Open Ended Questions
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 What could have been improved for the course?
 Instructor / Librarian
- hard to follow ‘clicking’ by instructor while demonstrations
- more clear and loud voice from instructor
- following up each participant during the course
Results - Comments via Open Ended Questions
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Discussion
 characteristic of user groups, technical background, participants’ prior knowledge and
experiences
 experience of learning by doing individually, balancing theoretical and practical
 pedagogical skills and presentation skills of instructor
 well structured yet flexible courses
 stronger communication and collaboration for embedding librarians into research
 introducing the library’s digital presence / technological tools
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 Information literacy have a direct and extensive role in the health sector
 invaluable resource for health professionals seeking to develop evidence-
based research
 training users in the use of biomedical databases via several courses in order
to develop basic skills for searching, retrieving, evaluating, and effectively
using information, thereby contributing to informed decision-making in clinical
practice
 assessing the performance of courses via user studies for planning effective
information literacy programmes to health professionals
Conclusion
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 Each professional groups separately
 Introducing online information literacy training programs
 Nationwide information literacy for health professionals
Further studies
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Clark, M., Breton, A.: Library Instruction for Medical Students: Teaching Critical Thinking
Along With Medline Search Skills. In: 8th International Medical Librarianship Congress.
London. (2000)
CILIP Information Literacy Group, http://www.informationliteracy.org.uk/information-
literacy/il-health-libraries/
Cullen, R., Clarkt, M., Esson, R.: The Evidence Based Information-Seeking Skills of Junior
Doctors Entering The Workforce: An Evaluation of the Impact of Information Literacy
Training During Pre-Clinical Years. Health Information and Libraries Journal 28, 119-129
(2011)
Garg, A., Turtlet, K.M.: Effectiveness of Training Health Professionals in Literature Search
Skills Using Electronic Health Databases-A Critical Appraisal. Health Information & Libraries
Journal 20, 33-41 (2003)
Vassilakaki, E., Moniarou-Papaconstantinou, V.: A Systematic Literature Review Informing
Library and Information Professionals’ Emerging Roles. New Library World 116, 37-66
(2015)
References
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22.
Questions?
&
Thank you!
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23.
Evaluation of designing information literacy for health
professionals in the University of Oslo medical library:
User's Perceptions
Muharrem Yilmaz
muharrem.yilmaz@ub.uio.no
ECIL 2015 - Tallinn
Medical Library