Browsing by Subject "Resident Scholarship"

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    Enhancing resident scholarship with a library partnership.
    (2022-04-28) Stumpff, Julia C.; Delbridge, Emilee J.; Vetter, Cecelia J.
    Introduction: The ACGME requires that residents understand and participate in scholarly activities in order to meet graduation requirements. Although library support had historically been available to residents, there was no evidence that this resource was utilized in the past. The Family Medicine residency utilizes the library partnership in order to educate residents about the most effective methods to search for relevant literature and provide residents with an overview of pertinent library resources, including how to access full-text articles. A couple of years ago, the presenters developed a curriculum to provide residents with education on library resources, so that residents could effectively complete their scholarly activities by utilizing evidence-based literature. Study Objective: The study objective was to gather data from residents who have received education on IUSM library resources in order to describe what residents learned and what they identify are future educational needs. Methods: During 2 academic years, 23 second-year residents attended a one-hour library instruction session while on their scholarship rotation. Thirteen residents attended a session during October – February of the first academic year, and 10 residents attended a session during August – November of the second academic year. The goals for the session were that residents would: learn the basics of searching for literature on a topic, become familiar with library resources, and begin searching for literature related to their individual scholarly projects. This cross-sectional study used an 8-question survey given to all second and third-year residents at the end of the second year that the library instruction sessions were implemented. Results: Thirteen of the 23 residents responded to the survey (57%). Five of the respondents (38%) were second-year residents, and 8 of the respondents (62%) were third-year residents. All 13 residents responded that they learned about library resources during the session, and 11 residents said they learned the basics of searching for literature on a topic. Eight residents responded that they learned how to get access to full-text articles. Seven residents also responded that having a second session after the project is further along would be useful to them, and 6 residents responded that citation information would be useful for the librarians to cover. Conclusions: Results of the cross-sectional survey indicated that the goal of increasing residents' knowledge about library resources was met. As a result of the library instruction, residents used what they learned when searching for articles and when accessing the full-text of articles. Feedback from the survey suggested that an additional session and more instruction on citation information would be helpful. Future scholarship sessions will be modified to include an introduction to citation management software, and an additional session will be scheduled during the third core to focus more in-depth on citation management software, keyword searching, and any other questions residents may have. Pre-& post-tests to evaluate residents' change in confidence when literature searching and managing citations during their scholarly project will be implemented.
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    Supporting the GME scholarship requirement: A pilot study of two library interventions
    (2023-04-28) Stumpff, Julia C.; Vetter, Cecelia J.; Delbridge, Emilee J.
    Introduction ACGME continues to require Family Medicine (FM) residents to complete two Scholarly Projects.1 To increase residents’ library skills in searching for and identifying high-quality literature, a pilot study was created to determine the training needs of FM residents and the effectiveness of the targeted training. In the first year, residents were provided with training on efficiently locating targeted and relevant articles and were introduced to the myriad of library resources available.  Based on feedback from the 2021-2022 intervention, librarian liaisons developed an asynchronous educational intervention focused on citation management software (e.g., EndNote, Mendeley). The intervention addressed EndNote skills and the utility of using EndNote to create a library of citations and to easily cite that literature in their scholarly presentations. This pilot study assessed differences in residents' knowledge, usage of resources, and confidence before and after library interventions. [Fig. 1] Hypothesis Family Medicine residents' knowledge and utilization of library resources and citation management tools will increase after the library interventions. Methods To capture Family Medicine (FM) residents' knowledge and confidence about their scholarship projects, library liaisons created a pretest and a posttest, each with nine questions. Both tests were based on the Research Readiness-Focused Assessment Instrument developed by Rui Wang and outlined in the article “Assessment for One-Shot Library Instruction: A Conceptual Approach”2 Wang’s single-session assessment instrument was adapted to fit the multiple-session library intervention and questions specifically about citation management were added.  Pre and posttests asked residents about their comfort using a citation manager and their level of confidence in completing the scholarship project.  It also assessed database searching skills. Residents completed the pretest at the beginning of the first library intervention and the posttest directly after the second library intervention.  The first library intervention was in-person in a library classroom where database searching skills were taught, and library resources were highlighted. The second library intervention was a 15-minute video about citation management and how to use EndNote software. QR codes were included in both library interventions which allowed residents to access the pretest and posttest on their phone. Data was collected and analyzed.  Results Ten of 13 Family Medicine residents completed the pretest in 2022 before attending the first library session. Eleven of 12 remaining Family Medicine residents completed the posttest in 2023 after watching a 15-minute video on citation management tools and on EndNote, specifically. Pretest data confirmed: *residents lack knowledge in locating library resources. [Fig. 2] *residents are not comfortable with citation management tools. *some residents understood how to use Boolean terms to narrow and expand search results in PubMed. [Fig. 3] Posttest data showed: *residents were clearer about where to search for sources for their research. [Fig 2] *all residents understood how to use Boolean terms to narrow and expand search results in PubMed. [Fig. 3] *residents were more comfortable using citation managers. [Fig. 4] *residents identified more precise and suitable resources for scholarly research (ex. PubMed mentioned by 3 residents in the pretest and mentioned by 7 residents in the posttest) [Table 1] Conclusions These educational interventions provided residents with tools to meet the ACGME scholarship requirements. The majority of PGY-2 residents found the addition of a citation management session to provide useful information. Next Steps  Seek IRB approval to conduct further research on this topic.  Modify pre and posttests to only measure library resource knowledge and skills. Adjust timing of the 2nd library intervention to better fit into residents’ schedules. References Accreditation Council on Graduate Medical Education. ACGME Program Requirements for Graduate Medical Education in Family Medicine. June 12, 2022. Wang R. Assessment for one-shot library instruction: A conceptual approach. portal: Libraries and the Academy. 2016;16(3):619-48.