Identifying evidence-based medicine instructional opportunities in health science curricular documents for librarians and information specialists
Abstract
We invite colleagues who provide instructional support to participate in an interactive workshop to learn a qualitative technique, with an inductive approach, to extract data from curricular documents. Participants should bring their institution’s curricular documents to practice the techniques during the workshop.
To develop this technique, we reviewed our university’s human and veterinary health science programs’ curricular documents and clustered similar concepts among the documents. This allowed us to create a rubric to categorize the curricular documents into codable units. Finally, we evaluated the action verbs within the coded units to identify nuanced language.
We developed this technique to advance library instructional support practices for evidence-based practice. The technique allows for the identification of opportunities, standardization and strengthening of library support, and alignment of library instruction with program goals based on published outcomes.
With our guidance, participants will develop a tailored coding rubric and categorize types of data from their curricular documents. We will illustrate how to identify nuanced language embedded within curricular documents using verbs. Participants will and then evaluate elements of language to extract nuance within the individual coding units of their curricular documents.
During open work time, participants will discuss and share ideas.
By the end of the workshop, participants will have learned a technique to analyze curricular documents to identify instructional support opportunities. At the end of the workshop, we will brainstorm how to use data from these curricular documents to advance instructional support practices.
As key component of this workshop is participants working with peer groups to share ideas, ask questions, and participate in open discussion.
Examples for the workshop will be in English. However, individuals do not need to translate their curricular documents if they are in a language other than English because participants will be working with their own curricular documents.
The reference for the article about developing this technique:
Waltz MJ, Moberly HK, Carrigan EE. Identifying information literacy skills and behaviors in the curricular competencies of the professional health programs. JMLA. 2020;108(3). doi:10.5195/jmla.2020.833
Description
Learning outcomes After participating in this workshop, individuals will be able to do the following: - Generate a coding rubric that is tailored to local curricular documents. - identify overarching goals of individual curricular units (outcomes, goals, competencies, etc.) using their self-generated coding rubric - Highlight implicit elements within curricular documents by identifying verbs (or other base units of language, depending on language) within individual curricular units. - Identify instructional support opportunities in local curricular documents, using curricular units where information skills and behaviors are either explicitly, or implicitly, required.Subject
Qualitative Research MethodologiesInformation Literacy
Curricula
Curriculum
Competencies
Information Skills and Behaviors
Department
Veterinary Integrative BiosciencesUniversity Libraries
Collections
Citation
Waltz, Micah J.; Moberly, Heather K. (2021). Identifying evidence-based medicine instructional opportunities in health science curricular documents for librarians and information specialists. Available electronically from https : / /hdl .handle .net /1969 .1 /194117.
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