Keywords: Evidence-Based Medicine; Librarianship; Competency Assessment; Medical Students
 

"Partnering for Success: Librarian Involvement in Assessment for Learning Exploring implementation of librarian-led observational assessment of evidence-based medicine skills in medical students"

This PhD thesis investigates how librarians, often responsible for teaching evidence-based medicine (EBM) at medical schools, can better assess and improve students' EBM skills. The researcher explores the gap between teaching and assessment by librarians, revealing that while many teach EBM, few assess it, hindering student skill improvement. Using optimal foraging theory, the study observes graduating medical students' information-seeking behaviors during an EBM activity, developing a practical assessment tool. Librarians' needs and preferences in EBM assessment are explored, with a focus on integrating assessment into existing medical school structures. Medical students, appreciating the importance of quickly and effectively practicing EBM, express a desire for more feedback and practice opportunities. The thesis concludes by offering a novel option for assessing EBM competency, aiming to enhance librarians' roles in medical education and improve students' real-world EBM application.

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