Professional development in evidence-based practice: course survey results to inform administrative decision making
Keywords:Professional Development, Evidence-Based Practice, Online Course, Librarians, Library Administrators
Objective: To understand librarians’ evidence-based practice (EBP) professional development needs and assist library administrators with professional development decisions in their own institutions, the study team surveyed past participants of an EBP online course. This study aimed to (1) understand what course content participants found valuable, (2) discover how participants applied their course learning to their work, and (3) identify which aspects of EBP would be beneficial for future continuing education.
Methods: The study team distributed an eighteen-question survey to past participants of the course (2011–2017). The survey covered nontraditional demographic information, course evaluations, course content applications to participants’ work, additional EBP training, and EBP topics for future CE opportunities. The study team analyzed the results using descriptive statistics.
Results: Twenty-nine percent of course participants, representing different library environments, responded to the survey. Eighty-five percent of respondents indicated that they had prior EBP training. The most valuable topics were searching the literature (62%) and developing a problem, intervention, comparison, outcome (PICO) question (59%). Critical appraisal was highly rated for further professional development. Fifty-three percent indicated change in their work efforts after participating in the course. Ninety-seven percent noted interest in further EBP continuing education.Conclusions: Survey respondents found value in both familiar and unfamiliar EBP topics, which supported the idea of using professional development for learning new concepts and reinforcing existing knowledge and skills. When given the opportunity to engage in these activities, librarians can experience new or expanded EBP work roles and responsibilities. Additionally, the results provide library administrators insights into the benefit of EBP professional development.
Li P, Wu L. Supporting evidence-based medicine: a survey of U.S. medical librarians. Med Ref Serv Q. 2011;30(4):365-81. DOI: http://dx.doi.org/10.1080/02763869.2011.609069.
Attebury R. The role of administrators in professional development: considerations for facilitating learning among academic librarians. J Libr Admin. 2018;58(5):407–33. DOI: http://dx.doi.org/10.1080/01930826.2018.1468190.
Costello J. Updating professional development for medical librarians to improve our evidence-based medicine and information literacy instruction. J Med Libr Assoc. 2018 Jul;106(3):383–6. DOI: http://dx.doi.org/10.5195/jmla.2018.386.
Maggio LA, Durieux N, Tannery NH. Librarians in evidence-based medicine curricula: a qualitative study of librarian roles, training, and desires for future development. Med Ref Serv Q. 2015;34(4):428–40. DOI: http://dx.doi.org/10.1080/02763869.2015.1082375.
Connor E. Preface. In: Connor E, ed. An introduction to staff development in academic libraries. New York, NY: Routledge; 2009. p. xiii.
Scherrer CS, Dorsch JL, Weller AC. An evaluation of a collaborative model for preparing evidence-based medicine teachers. J Med Libr Assoc. 2006 Apr;94(2):159–65.
Scherrer CS, Dorsch JL. The evolving role of the librarian in evidence-based medicine. Bull Med Libr Assoc. 1999 Jul;87(3):322–8.
Swanberg SM, Dennison CC, Farrell A, Machel V, Marton C, O’Brien KK, Pannabecker V, Thuna M, Holyoke AN. Instructional methods used by health sciences librarians to teach evidence-based practice (EBP): a systematic review. J Med Libr Assoc. 2016 Jul;104(3):197–208. DOI: http://dx.doi.org/10.3163/1536-5050.104.3.004.
Harker KR, O’Toole E, Sassen C. Assessing an academic library professional development program. Portal Libr Acad. 2018 Jan;18(1):199–223.
Dorsch J. UIC EBM course to web-based online version [SUB638, contract no. NO1-LM-6-3503]. 2010.
Qualtrics. Qualtrics [software]. Oct 2017 ed. Provo, UT: Qualtrics; 2017.
Microsoft Corporation. Excel [software]. Version 16. Redmond, WA: Microsoft Corporation; 2018.
Kronenfeld M, Stephenson PL, Nail-Chiwetalu B, Tweed EM, Sauers EL, McLeod TCV, Guo R, Trahan H, Alpi KM, Hill B, Sherwill-Navarro P, Allen MP, Stephenson PL, Hartman LM, Burnham J, Fell D, Kronenfeld M, Pavlick R, MacNaughton EW, Nail-Chiwetalu B, Ratner NB. Review for librarians of evidence-based practice in nursing and the allied health professions in the United States. J Med Libr Assoc. 2007 Oct;95(4):394–407. DOI: http://dx.doi.org/10.3163/1536-5050.95.4.394.
Gu XM. Librarians’ roles in evidence-based dentistry education: a review of literature and a survey in North America. Med Ref Serv Q. 2010 Oct;29(4):331–48. DOI: http://dx.doi.org/10.1080/02763869.2010.518918.
Hoberecht T, Randall K, Schweikhard AJ. Library tutorials in an allied health evidence-based practice class. Med Ref Serv Q. 2015;34(2):240–8. DOI: http://dx.doi.org/10.1080/02763869.2015.1019765.
Koffel J, Reidt S. An interprofessional train-the-trainer evidence-based practice workshop: design and evaluation. J Interprof Care. 2015;29(4):367–9. DOI: http://dx.doi.org/10.3109/13561820.2014.962127.
Sin MK, Bliquez R. Teaching evidence based practice to undergraduate nursing students. J Prof Nurs. 2017 Nov–Dec;33(6):447–51. DOI: http://dx.doi.org/10.1016/j.profnurs.2017.06.003.
Eldredge J. Evidence-based librarianship: the EBL process. Libr Hi Tech. 2006;24(3):341–54. DOI: http://dx.doi.org/10.1108/07378830610692118.
Medical Library Association Task Force on Educational Policy Statement Revision. Competencies for lifelong learning and professional success: the educational policy statement of the Medical Library Association. Chicago, IL: The Association; 2007.
Medical Library Association Task Force to Review MLA’s Competencies for Lifelong Learning and Professional Success. Medical Library Association competencies for lifelong learning and professional success 2017. Chicago, IL: The Association; 2017.
This work is licensed under a Creative Commons Attribution 4.0 International License.