Continuing education for systematic reviews: a prospective longitudinal assessment of a workshop for librarians.
Objective: This prospective, longitudinal study explored the impact of a continuing education class on librarians' knowledge levels about and professional involvement with systematic reviews. Barriers to systematic review participation and the presence of formal systematic review services in librari...
| Published in: | Journal of the Medical Library Association Vol. 108; no. 1; pp. 36 - 47 |
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| Main Authors: | , , , , , , , |
| Format: | research tables/charts Journal Article |
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University of Pittsburgh, University Library System
Jan2020
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=141057524&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 141057524 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15365050 PI8 jtl: Journal of the Medical Library Association issn: 15365050 maglogo: N pubinfo: dt: Jan2020 vid: 108 iid: 1 pid: 60406 pub: University of Pittsburgh, University Library System place: Pittsburgh, Pennsylvania artinfo: ui: 141057524 141057524 141057524 10.5195/jmla.2020.492 141057524 ppf: 36 ppct: 11 formats: fmt: @attributes: type: P tig: atl: Continuing education for systematic reviews: a prospective longitudinal assessment of a workshop for librarians. aug: au: Folb, Barbara L. Klem, Mary L. Youk, Ada O. Dahm, Julia J. Meiqi He Ketchum, Andrea M. Wessel, Charles B. Hartman, Linda M. affil: Librarian Emeritus, Health Sciences Library System, University of Pittsburgh, Pittsburgh, PA sug: subj: Education, Continuing Librarians Education Seminars and Workshops Systematic Review Education Outcomes of Education Human Prospective Studies Surveys Descriptive Statistics Knowledge Professional Practice Data Analysis Software Fisher's Exact Test Chi Square Test Motivation Confidence ab: Objective: This prospective, longitudinal study explored the impact of a continuing education class on librarians' knowledge levels about and professional involvement with systematic reviews. Barriers to systematic review participation and the presence of formal systematic review services in libraries were also measured. Methods: Participants completed web-based surveys at three points in time: pre-class, post-class, and six-months' follow-up. Descriptive statistics were calculated for demographics and survey questions. Linear mixed effects models assessed knowledge score changes over time. Results: Of 160 class attendees, 140 (88%) completed the pre-class survey. Of those 140, 123 (88%) completed the post-class survey, and 103 (74%) completed the follow-up survey. There was a significant increase (p<0.00001) from pre-class to post-class in knowledge test scores, and this increase was maintained at follow-up. At post-class, 69% or more of participants intended to promote peer review of searches, seek peer review of their searches, search for grey literature, read or follow published guidelines on conduct and documentation of systematic reviews, and ask for authorship on a systematic review. Among librarians who completed a systematic review between post-class and follow-up, 73% consulted published guidelines, 52% searched grey literature, 48% sought peer review, 57% asked for authorship, and 70% received authorship. Conclusions: Attendance at this continuing education class was associated with positive changes in knowledge about systematic reviews and in librarians' systematic review--related professional practices. This suggests that in-depth professional development classes can help librarians develop skills that are needed to meet library patrons' changing service needs. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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