Continual Evolution: The Experience Over Three Semesters of a Librarian Embedded in an Online Evidence-Based Medicine Course for Physician Assistant Students

Abstract

This column examines the experience, over three years, of a librarian embedded in an online Epidemiology and Evidence-based Medicine course, which is a requirement for students pursuing a Master of Science in Physician Assistant Studies at Pace University. Student learning outcomes were determined, a video lecture was created, and student learning was assessed via a five-point Blackboard test during year one. For years two and three, the course instructor asked the librarian to be responsible for two weeks of course instruction and a total of 15 out of 100 possible points for the course. This gave the librarian flexibility to measure additional outcomes and gather more in-depth assessment data. The librarian then used the assessment data to target areas for improvement in the lessons and Blackboard tests. Revisions made by the librarian positively affected student achievement of learning outcomes, as measured by the assessment conducted the subsequent semester. Plans for further changes are also discussed.

KEYWORDS:

• Assessment cycle
• assessment of student learning
• evidence-based medicine
• evidence-based practice
• physician assistant education
• web-based instruction

Acknowledgments

Comments and suggestions should be sent to the Column Editors: Linda Hasman ([email protected]) and Susan LaValley ([email protected]).