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Clinical Research Physicians: a user profile Jennifer Ford, Daphne Grey and Jane Willson
Information needs Skills Awareness/knowledge Information needs
Information needs 2 <ul><li>Skills </li></ul><ul><ul><li>Critical appraisal </li></ul></ul><ul><ul><li>Advanced searching ...
ICT Competences <ul><li>Advanced search skills </li></ul><ul><li>Use of statistical packages </li></ul><ul><li>Use of wind...
Information literacy frame <ul><li>The relational frame </li></ul><ul><li>Incorporate into the learning environment: </li>...
Needs Assessment <ul><li>Important to establish individual skills levels at outset, through communication and feedback </l...
Support <ul><li>Online training – virtual learning environments </li></ul><ul><li>Portal with links to key resources </li>...
References <ul><li>Bruce, C., Edwards, S. and Lupton, M. “Six frames for Information literacy education: a conceptual fram...
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Clinical Research Physicians. A user profile

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Clinical Research Physicians. A user profile

  1. 1. Clinical Research Physicians: a user profile Jennifer Ford, Daphne Grey and Jane Willson
  2. 2. Information needs Skills Awareness/knowledge Information needs
  3. 3. Information needs 2 <ul><li>Skills </li></ul><ul><ul><li>Critical appraisal </li></ul></ul><ul><ul><li>Advanced searching </li></ul></ul><ul><ul><li>Current awareness </li></ul></ul><ul><li>Awareness </li></ul><ul><ul><li>Regulations, laws and ethics </li></ul></ul><ul><ul><li>Sources of clinical research studies </li></ul></ul><ul><ul><li>Sources of statistical information </li></ul></ul><ul><ul><li>Knowledge of current awareness tools </li></ul></ul>
  4. 4. ICT Competences <ul><li>Advanced search skills </li></ul><ul><li>Use of statistical packages </li></ul><ul><li>Use of windows </li></ul><ul><li>Use of bibliographic management software </li></ul>
  5. 5. Information literacy frame <ul><li>The relational frame </li></ul><ul><li>Incorporate into the learning environment: </li></ul><ul><ul><li>Variety of ways of interacting with information </li></ul></ul><ul><ul><li>Build on and integrate previously learned skills </li></ul></ul><ul><ul><li>Plan and reflect actively </li></ul></ul>
  6. 6. Needs Assessment <ul><li>Important to establish individual skills levels at outset, through communication and feedback </li></ul><ul><ul><li>Questionnaires (for induction and new Athens users) </li></ul></ul><ul><ul><li>Presence at journal clubs </li></ul></ul><ul><ul><li>Online surveys </li></ul></ul><ul><ul><li>Enquiry monitoring </li></ul></ul>
  7. 7. Support <ul><li>Online training – virtual learning environments </li></ul><ul><li>Portal with links to key resources </li></ul><ul><li>Current awareness training </li></ul><ul><li>Advanced search skills training </li></ul><ul><ul><li>Flexible - group size or by arrangement </li></ul></ul><ul><li>Facilitated literature search service </li></ul>
  8. 8. References <ul><li>Bruce, C., Edwards, S. and Lupton, M. “Six frames for Information literacy education: a conceptual framework for interpreting the relationships between theory and practice.” ITALICS , 5 (1). January 2006. </li></ul><ul><li>Institute of Clinical Research. Institute of Clinical Research [Web site]. http://www.instituteofclinicalresearch.org/ Accessed 29 th January 2007. </li></ul><ul><li>Lynch, C. and Perrett, A. “Online information literacy learning for nurses: exploration of an RCN learning area.” Journal of information literacy , 1 (1). pp 43-48. </li></ul><ul><li>Royal College of Nursing. RCN learning zone . [Web resource]. http://www.rcn.org.uk/whyjoin/learningzone.php Accessed 6th February 2007 . </li></ul><ul><li>Stromme, H., Schou, I. and Bjoro, K. “The Ullevaal model for evidence-based practice in nursing.” Journal of the European Association for Health information and Libraries , 2 (3). pp. 39-41. </li></ul>

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