Document Type : Original Article
Authors
- . Marzieh Tahmasebi 1
- . Peyman Adibi 2
- . Firoozeh Zare‑Farashbandi 3
- . Ahmad Papi 4
- . Alireza Rahimi 3
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
Abstract
INTRODUCTION: Due to time constraints and a significant increase in medical information, one
of 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) on
improving clinical education among medical students based on the Kirkpatrick (KP) model.
METHODS: The method was semiexperimental research in two group designed with pretest and
posttest. The research population included thirty medical students for each group that was selected
by the convenience time‑based sequential sampling method. The study data were collected using a
researcher‑made two questionnaires and a checklist. Data were analyzed by the descriptive statistics
and inferential statistics using SPSS version 20 software.
RESULTS: Based on the first level of the KP model, the total mean of medical students’ satisfaction
in 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 both
the intervention and control groups (P > 0.05). After the intervention, the results of covariance test
showed that attitude, knowledge, information‑seeking skills and behaviors, and also clinical skills of
the 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 the
improved satisfaction, attitude, knowledge, and information‑seeking skills while also improving
information‑seeking behaviors and clinical skills of medical students.
Keywords
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