FOSCEs: Adding Another Library Tile to the Medical School Mosaic

Authors

Alexandra Gomes, George Washington UniversityFollow
Thomas Harrod, George Washington UniversityFollow

Document Type

Poster

Keywords

curriculum; informatics; active learning; librarian; medical school

Publication Date

5-2016

Abstract

The 2014 launch of the revised medical school curriculum provided new opportunities for librarians to collaborate with faculty. Due to past informatics instruction in the first year curriculum, we were invited to expand this content as part of a new formative Objective Structured Clinical Examination (FOSCE) initiative. This poster will describe the development and implementation of the FOSCE informatics curriculum.

In FOSCEs, small groups of students rotated through simulated patient encounters in order to demonstrate their clinical knowledge and skills. Due to simulation center logistics, students alternated between skills demonstration and informatics activities. The informatics component consisted of fifty minute small group active learning sessions, often including a standardized patient. In these sessions students utilized various information tools and resources to clarify the clinical picture. Two reference librarians worked closely with faculty to develop original case-based scenarios that were taught by a team of six reference librarians over the course of a year. Our goal was to both supplement our existing instructional efforts as well as to expand the range of informatics topics that we cover with students in their first year of medical school.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Open Access

1

Comments

Presented at the Medical Library Association Annual Meeting: May 13-16 2016, Toronto, Canada.