INTRODUCTION There has been a steady growth of published medical research in the past 25 years. To make sense of this ever expanding literature, clinicians, researchers and librarians prefer „prefiltered“ resources, such as the Cochrane Library, to improve patient care. It is a challenge not only to search, find, deliver and apply the synthesized literature, but also to become its developer. AIM To present a process of a Cochrane review elaboration by a multiprofessional team of authors, namely 3 pediatricians, 1 pharmacologist and a librarian acting as a co-reviewer and responsible for search of literature. METHODS AND RESULTS Basic steps of producing a systematic review on „Diuretics for nephrotic syndrome“ will be described including clinical question definition, approval from the Cochrane Renal Group, collaborative working and fund-raising. A special attention will be given to the librarian input that may be considered a key element to start and complete a successful systematic review. CONCLUSIONS Systematic reviews play a crucial role in healthcare delivery. Their complexity requires a close collaboration between clinicians and information specialists. Collaborative working contributes to interpersonal relationships and sustained motivation of the library staff to bring about institutional benefits.
BACKGROUND: Bedside teaching with evidence-based practice elements, supported by e-learning activities, can play an important role in modern medical education. Teachers have to incorporate evidence from the medical literature to increase student motivation and interactivity. MATERIALS AND METHODS: An integral part of the medical curricula at Palacky University Olomouc (Czech Republic) are real paediatric scenarios supplemented with a review of current literature to enhance evidence-based bedside teaching & learning. Searching for evidence is taught through librarian-guided interactive hands-on sessions and/or web-based tutorials followed by clinical case presentations and feedback. RESULTS: Innovated EBM paediatric clerkship demonstrated students' preferences towards web-based interactive bedside teaching & learning. In two academic years (2007/2008, 2008/2009), learning-focused feedback from 106 and 131 students, resp. was obtained about their attitudes towards evidence-based bedside teaching. The assessment included among others the overall level of instruction, quality of practical evidence-based training, teacher willingness and impact of instruction on increased interest in the specialty. There was some criticism about excessive workload. A parallel survey was carried out on the perceived values of different forms of information skills training (i.e. demonstration, online tutorials, and librarian-guided interactive search sessions) and post-training self-reported level of search skills. CONCLUSION: The new teaching/learning paediatric portfolio is a challenge for further activities, including effective knowledge translation, continuing medical & professional development of teachers, and didactic, clinically integrated teaching approaches.
Background: The aim of this review was to summarise the experience on implementation of information technology to support the teaching and learning process in medicine. Particular attention was paid to web-based tutorials, their impact on increasing the effectiveness of medical instruction and motivation of students towards self-directed learning. Most of the studies selected for the purpose of the review comprised evaluation of the web-tutorials in view of practical implementation, strengths, weaknesses, and main preferences in comparison with traditional lecture-based education. METHOD AND RESULTS: We searched MEDLINE via PubMed using MeSH term "computer-assisted learning" between 1996 and 2005 and selected for inclusion in this review were studies on the implementation and evaluation of web based tutorials in medical education. Additional related papers were obtained through cross-referencing. We found that overall, students prefer Web tutorials to traditional lecture-based classes for accessibility, ease of use, freedom of navigation, high medical image quality and advantage of repeated practice, that web-based learning has been continually developing and that it is a very important tool in Evidence Based Medicine. CONCLUSIONS: Web based education is an important tool in medical training. It will require transformation in the way medicine is taught from instructor based to self directed learning. It is above all seen as a device for information retrieval and storage.
- MeSH
- internet MeSH
- počítačem řízená výuka MeSH
- studium lékařství pregraduální MeSH
- Publikační typ
- časopisecké články MeSH
- práce podpořená grantem MeSH
- přehledy MeSH
- Geografické názvy
- Česká republika MeSH
