Changing minds and methods: providing health sciences faculty with alternatives to systematic reviews assignments.
Background: Health sciences librarians frequently engage in discussions about the appropriate assignment of evidence synthesis reviews (ES) for graduate students as course, thesis, or capstone projects. Such reviews are often assigned to build the research skills needed in a clinical environment. In...
| Publicado en: | Journal of the Medical Library Association Vol. 114; no. 1; pp. 60 - 67 |
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| Autores principales: | , |
| Formato: | case study tables/charts Journal Article |
| Publicado: |
University of Pittsburgh, University Library System
Jan2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=191905634&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 191905634 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: Jan2026 vid: 114 iid: 1 pid: 60406 pub: University of Pittsburgh, University Library System place: Pittsburgh, Pennsylvania artinfo: ui: 191905634 191905634 191905634 10.5195/jmla.2026.2056 191905634 ppf: 60 ppct: 7 formats: fmt: @attributes: type: P tig: atl: Changing minds and methods: providing health sciences faculty with alternatives to systematic reviews assignments. aug: au: Lipke, Laura Gilman, Neyda affil: Binghamton University, Binghamton, NY sug: subj: Webinars Education, Nursing, Continuing Education, Health Sciences Program Development Faculty, Nursing Education Faculty, Medical Education Speech-Language Pathologists Occupational Therapists Physical Therapists Skill Acquisition Seminars and Workshops Information Resources Health Sciences Librarians Students, Graduate Students, Nursing ab: Background: Health sciences librarians frequently engage in discussions about the appropriate assignment of evidence synthesis reviews (ES) for graduate students as course, thesis, or capstone projects. Such reviews are often assigned to build the research skills needed in a clinical environment. In the assignment of these reviews, it has become apparent that health sciences faculty are often not familiar with required standardized methodologies. Incorrect methodologies can contribute to research waste and produce evidence that cannot be applied for its intended purpose. Case Presentation: Health sciences librarians at an R1 institution ventured to address the ES review knowledge gap through a continuing education webinar for health sciences faculty and graduate students. The webinar provided guidance on systematic review (SR) methodology, optional alternative research assignments, and discussions encouraging the use of these assignments. The alternative assignments were developed based on those presented by Lipke & Price (2025), each with specific learning objectives and grading rubrics. Pre- and post-webinar surveys were conducted to gauge any changes in participants' knowledge, skills, or abilities related to the presented information. Conclusions: Study participants included six faculty and a graduate student. Survey results showed that participants had an improved understanding of, and placed increased importance on, ES method guidelines, with an equal understanding of the need for alternative assignments. The authors of this study will further evaluate the impact of this webinar and assess its effectiveness in changing health sciences research assignments. pubtype: Academic Journal doctype: case study tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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