Expanding Our Roles: Embedded in Curriculum Design

Abstract

This article describes how librarians became involved as members of an interdisciplinary curricular team in a problem-based learning course for first- and second-year medical students. The experience illustrates how librarians can become part of a team, collaborating with medical faculty to assist in revising curricula, incorporating innovative teaching techniques, and creating effective simulated patient case scenarios. Working within an interdisciplinary collaborative team on curriculum development allows librarians to move beyond the traditional role of instruction and can lead to additional opportunities, including research and ongoing involvement in curricular changes.

KEYWORDS:

• Collaboration
• curriculum design
• interdisciplinary teams
• interprofessional
• librarian roles
• medical education
• problem-based learning

Notes

This article is based on a poster presented at the Medical Library Association Annual Meeting, Boston, MA, May 6, 2013.

Additional information

Notes on contributors

Gisela Butera

Gisela Butera, MLIS ([email protected]) is Reference and Instructional Librarian

Alexandra W. Gomes

Alexandra W. Gomes, MSLS, MT ([email protected]) is Associate Director for Education, Information and Technology Services; both at Himmelfarb Health Sciences Library, The George Washington University, 2300 Eye Street, NW, Washington, DC 20037.

Seema Kakar

Seema Kakar, MD ([email protected]) is Director, Problem-Oriented, Case-Based Learning, Department of Medicine, The George Washington University, 2300 Eye Street, NW, Washington, DC 20037.