Where Do We Go From Here? An Inventory of Publicly Available Data About Educator Academies, Medical Education Departments, and Offices of Medical Education.

ABSTRACT: With the recent widespread growth and interest among medical educators, analysis of how departments of medical education are structured and their intersection with existing structures within the same institution, such as an office of medical education and/or academy of educators, is warranted. Based on a review of the literature, the authors determined there was a need for an inventory of what medical schools have to offer their faculty, whether it be an office, an academy, or a department. This project sought to inventory the current structures of medical education departments, offices, and academies at U.S. medical schools to explore reporting structure, functions, and characteristics of these entities. Data were extracted from A Snapshot of Medical Student Education in the United States and Canada: Reports From 145 Schools, published in 2020 in the journal Academic Medicine , for each reporting institution. This led to exploration of medical school websites to catalogue institutional structures. Data collected in this inventory demonstrate the range of structures used by medical schools to offer faculty support for their work as teachers and educational researchers. The hypothesis was that departments of medical education would be the least prevalent structures identified in U.S. medical schools, which was indeed a finding. Although the search yielded considerable data for the inventory, there is a dearth of published literature describing current models and characteristics of these different entities. Significant difficulties were encountered locating information clearly delineating roles and responsibilities of each entity on many medical schools' public-facing web pages. Findings are significant because they underscore the challenges medical education leaders have in obtaining information to research, compare, select, and design the administrative model(s) best suited to support faculty educators at their institution. Future work should include creating a detailed catalogue with descriptive information supplied by schools.

Evolution of an information literacy curriculum for third-year medical students.

Information literacy curriculum for third-year medical students at Northwestern University has evolved over several years under the guidance of librarians at the Galter Health Sciences Library. Starting as a series of rotation-specific information resource overviews, initial evaluation and feedback led to the curriculum being developed to include more focused and interactive clinical information sessions with a quiz-based assessment. Future enhancements will include web-based self-directed learning using online tutorials, additional search exercises that mimic the on-the-go clinical environment, and better assessment of the curriculum's impact on students' information literacy and clinical search skills.

Technological tools for library user education: one library's experience.

In today's world, library users are confronted with almost too many options for using information because of the ubiquitousness of technology. Yet, libraries can harness the power of the same technologies to help users find the information they need at the time it is needed. The tools described in this article represent a starting point for librarians looking for technologies that are easy to use, inexpensive, and have a reasonable learning curve. Technologies addressed include classroom technologies such as audience response systems and Web-based technologies, including Web tutorials and screencasting. These technologies enhance and offer flexibility and variety in many educational settings.