The educational role of clinical informationist on improving clinical education among medical students: Based on Kirkpatrick model
نویسندگان
1 Department of Medical Library and Information Sciences, School of Management and Medical Information Sciences, Isfahan University of Medical Sciences
2 Integrative Functional Gastroenterology Research Center, Isfahan University of Medical Sciences
3 Health Information Technology Research Center, Isfahan University of Medical Sciences, Isfahan
4 Department of Medical Library and Information Sciences, School of Management and Medical Information Sciences, Isfahan University of Medical Sciences Department of Medical Library and Information Sciences, Virtual School, Tehran University of Medical Sciences, Tehran, Iran
5 Health Information Technology Research Center, Isfahan University of Medical Sciences, Isfahan
doi
چکیده
INTRODUCTION: Due to time constraints and a significant increase in medical information, oneof the ways to keep physicians and medical teams up to date is to use evidence‑based medicine.The current research focused on the effects of the educational role of clinical informationist (CI) onimproving clinical education among medical students based on the Kirkpatrick (KP) model.METHODS: The method was semiexperimental research in two group designed with pretest andposttest. The research population included thirty medical students for each group that was selectedby the convenience time‑based sequential sampling method. The study data were collected using aresearcher‑made two questionnaires and a checklist. Data were analyzed by the descriptive statisticsand inferential statistics using SPSS version 20 software.RESULTS: Based on the first level of the KP model, the total mean of medical students’ satisfactionin the experimental group was 4.06 from 5. Based on the second, third, and fourth levels of the model,the independent t‑test showed that before the intervention, the mean scores of attitude, knowledge,information‑seeking skills and behaviors, and also clinical skills were not significantly different in boththe intervention and control groups (P > 0.05). After the intervention, the results of covariance testshowed that attitude, knowledge, information‑seeking skills and behaviors, and also clinical skills ofthe intervention group are significantly better than that of the control group (P < 0.001).CONCLUSION: Training and the presence of the CIs in the clinical round had resulted in theimproved satisfaction, attitude, knowledge, and information‑seeking skills while also improvinginformation‑seeking behaviors and clinical skills of medical students.
