Kellie N Kaneshiro

Indiana University-Purdue University Indianapolis, Indianapolis, Indiana, United States

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Publications (3)0 Total impact

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    ABSTRACT: The purpose of this project was to introduce first-year medical students to electronic resources that are best suited for different types of background questions. Specific questions from a case study were presented, and the students generalized them into a "type" of question. They then identified the best e-resources for that type of question. This is their first introduction to the lifelong learning competency in the Indiana University School of Medicine competency-based curriculum.
    Medical Reference Services Quarterly 02/2009; 28(2):180-6.
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    ABSTRACT: Since 2002, library faculty at the Indiana University School of Medicine have taught third-year medical students how to retrieve the best evidence from MEDLINE to address their clinical questions. In preparation for their Neurology, Medicine, and Psychiatry clerkships, students attended a review of evidence-based medicine principles and techniques for searching the literature. The session was team-taught by two faculty members, one from the Internal Medicine department and the other from the Library. The librarian reviewed important MEDLINE principles for constructing a good subject search and applying appropriate evidence-based filters. During the clerkships, students were asked to generate clinical questions arising from their patient encounters, searched MEDLINE for the best evidence, critiqued the results, and then applied them back to their patients' care. Library faculty provided individualized feedback on the student searches. A follow-up session two months later reinforced MEDLINE principles, used student searches as examples, and extended the discussion to other evidence-based, point-of-care resources. To add to the interactivity of the follow-up sessions, librarians used an audience response system to measure students' understanding of literature retrieval techniques and to gauge student preferences for information seeking on clinical topics. Overall, the sessions have been well-received by the students.
    Medical Reference Services Quarterly 02/2008; 27(3):284-301.
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    ABSTRACT: For more than twenty years, the Ruth Lilly Medical Library has been a traditional part of the Indiana University School of Medicine curriculum. Recently, following changes to the curriculum, the Library's role has evolved to include responsibility for developing and teaching a Medical Informatics rotation as part of the senior year clerkships. Heavy emphasis is placed on acquiring life-long learning skills, especially on locating and critically appraising the best clinical evidence in the medical literature. In its first four months, the rotation has been quite favorably received by both students and faculty, but will continue changing to keep pace with future curriculum alterations and new technology.
    Medical Reference Services Quarterly 02/1999; 18(2):1-11.