|
EBM for Librarians - Champaign/Urbana, IL
When: March 17th, 18th, and 19th, 2010
Where: Champaign, Il
What:
Introduction to EBM: Research Design and Searching
Tools - March 17, 2010
Appraising the Evidence for Validity: Diagnosis
& Therapy - March 18 and 19, 2010
Earn 21 MLA CE credits
More information about the classes:
Introduction to EBM: Research
Design and Searching Tools - Day 1
Content/ Purpose:
In this course, emphasis is placed on the first two steps: formulating
a searchable clinical question and efficiently searching the literature.
Tools available to facilitate the EBM process will be introduced. These
tools include PubMed Clinical Queries, Cochrane Database of Systematic
Reviews, Practice Guidelines and other electronic resources available.
The course will provide an overview of levels of evidence, research design,
and bias in publication. Librarians will have the opportunity to work
as teams, each sharing his/her unique perspective and knowledge.
Upon completion of this course, students will be able to:
Describe basic EBM concepts
Demonstrate the ability to search the literature for primary
and secondary sources of best evidence
Define statistical concepts and study designs used in therapy,
diagnosis, etiology, and prognosis clinical research studies
Distinguish between a well-designed and poorly designed clinical research
study
Prerequisites: none. MLA CEs: 7
Tentative Outline of Class - Day 1
| 8:30-9:00 |
Sign-in, Distribution of workbooks |
| 9:00 - 9:15 |
Introductions |
| 9:15 - 9:30 |
What is EBM?
Steps in the EBM Process |
| 9:30 - 10:30 |
Structure and Organization of the
Literature
Primary Literature
Secondary / Filtered Literature
Publication Types (RCT, Review, Meta-Analysis,
Systematic Review, Practice Guidelines)
Levels of Evidence
|
| 10:30- 10:45 |
Break |
| 10:45 - 11:30 |
Developing an Answerable Clinical
Question- PICO
Searching PubMed for Clinical Evidence |
| 11:30 - 12:00 |
Morning Group Activity |
| 12:00 - 1:15 |
Lunch (provided) |
| 1:15 - 2:15 |
Research Designs
RCT / Cohort / Case-Control
Best design(s) for type of question
Beyond EBM: evidence-based research in other
health science disciplines
|
| 2:15 - 3:00 |
Methodology and validity issues
diagnostic articles
therapy articles
prognosis /harm
etiology
Bias in publication
|
| 3:00 - 3:15 |
Break |
| 3:15 - 3:45 |
Afternoon Group Activity |
| 3:45 - 5:00 |
Difference between a review and a
systematic review
Looking at a meta-analysis
Searching Filtered/Secondary literature for clinical evidence
Clinical Tools |
Instructors:
Library Faculty: Sandra De Groote, MLIS; Cleo Pappas, MLIS; Peg Burnette, MLIS
Online Registration Form
Appraising the Evidence
for Validity: Diagnois & Therapy - Days 2 & 3
Content/ Purpose:
This class is intended for health sciences librarians who wish to learn
the evidence based medicine process of critically appraising the literature.
The purpose of these classes is to learn how to critically appraise articles
for validity and analysis of results, with an emphasis on therapy and
diagnosis.
A focus will be placed on understanding epidemiological concepts fundamental
to understanding the clinical literature including such terms as number
needed to treat, absolute and relative risk reduction, power, likelihood
ratio, confidence interval and intention to treat.
By the end of the class participants should be able to:
apply appropriate criteria in appraising an article for validity
and evidence
evaluate the quality of statistical methodology in the clinical
literature
produce a formal EBM analysis using the CAT (Critically Appraised
Topic)
lead a group through the process of appraising a diagnostic, therapy,
etiology, or prognosis article.
Prerequisites include the ability to
execute a search in MEDLINE and other EBM databases as appropriate.
MLA CE Credits 14
Tentative Outline of Class - Day Two
Readings
How to use an article about a diagnostic test. A. Are the results
of the study valid? JAMA 1994 Feb 2;271(5):389-91
How to use an article about a diagnostic test. B. What are the results
and will they help me caring for my patients? JAMA 1994 Mar 2;271(9):703-
Diagnosis Article : TBA
8:30 Coffee
9:00 Orientation to the day
9:15 Introduction to the seminar with a brief overview of EBM
9:30 Validity and results introduced in the context of a diagnosis
article
Teach validity questions with examples
Results (introduce concepts of sensitivity, specificity, likelihood
ratios and predictive values); Online calculator
10:30 Break
10:45 Diagnosis Article
11:45 Lunch (provided)
1:00 Introduction of Clinically Appraised Topics (CATS); CAT template
1:15 Working in groups to prepare a CAT from a diagnosis article
2:00 Reconvene in large group to present results
2:45 Break
3:00 Working in pairs, prepare another CAT from diagnosis article
3:30 Discussion with large group
4:15 Homework assignment - readings
Tentative Outline of Class - Day Three
Readings:
How to use an article about therapy or prevention. A. Are the results
of the study valid? JAMA 1993 Dec 1;270(21):2598-601
How to use an article about therapy or prevention. B. What were
the results and will they help me in caring for my patients? JAMA
1994 Jan5;271(1):59-63
Treatment Article : TBA
8:30 Coffee
9:00 Questions
9:15 Validity of therapy articles with examples
Results (introduce concepts of absolute and relative risk reduction,
number needed to treat/harm, power, confidence intervals etc.)
10:15 Break
10:30 Treatment Article: TBA
11:15 Working in groups prepare a CAT from a therapy article
12:00 Lunch (provided)
1:15 Reconvene in large group to present results
2:00 Break
2:15 Working in pairs, prepare another CAT from therapy article
3:00 Discussion with large group
3:30 Conclusion and wrap up - Evaluations and CE certificates presented
4:15 Home time
Instructors:
Medical Faculty: Jordan Hupert, MD;
Library Faculty: Sandra De Groote, MLIS; Cleo Pappas, MLIS; Peg Burnette, MLIS
Doctor Hupert is actively involved in UIC's
EBM initiative and have worked closely with UIC librarians in strengthening
librarians' EBM skills and in developing an evidence-based service in
pediatrics.
Online Registration Form
COST:
$375 : includes lunch (all 3 days), workbook, materials, coffee, and snacks;
21 MLA CE Hours
ONLINE REGISTRATION:
Online Registration Form
For more information, please contact Sandy De Groote; sgroote@uic.edu;
312-413-9494
Locations & Accommodations:
|
