Document Detail


The SPECTRAL project: a training needs analysis for providers of clinical question answering services.
MedLine Citation:
PMID:  20712714     Owner:  NLM     Status:  In-Process    
Abstract/OtherAbstract:
PURPOSE: To characterise the training needs of those providing clinical question answering services (CQAS).
PARTICIPANTS: Seventeen specialist UK staff working in CQAS, 21 from general health library UK staff and eight international respondents.
METHODOLOGY: A literature review examined documented training needs for CQAS staff. A follow-up questionnaire examined prior training and experience and identified training needs for the surveyed staff. RESULTS/OUTCOMES: Ninety per cent of CQAS staff had worked in health services for 3 years or longer. Training received in preparation for the CQAS role comprised literature searching (including the PRECEPT/ADEPT and cochrane library courses) and critical appraisal. Skills considered 'essential' for clinical question answering were 'literature searching' (100%), 'understanding the context of clinical questions', 'bibliographic databases', 'evidence-based sources' and 'the Internet' (all 93%). Main training needs for specialist CQAS staff include management and organisation of CQAS and technical skills in interpretation and presentation.
DISCUSSION/CONCLUSION: CQAS staff require a formal training programme. Most CQAS staff considered that this should be a mandatory requirement.
Authors:
Andrew Booth; Claire Beecroft
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Publication Detail:
Type:  Journal Article; Review    
Journal Detail:
Title:  Health information and libraries journal     Volume:  27     ISSN:  1471-1842     ISO Abbreviation:  Health Info Libr J     Publication Date:  2010 Sep 
Date Detail:
Created Date:  2010-08-17     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  100970070     Medline TA:  Health Info Libr J     Country:  England    
Other Details:
Languages:  eng     Pagination:  198-207     Citation Subset:  H    
Affiliation:
School of Health & Related Research (ScHARR), University of Sheffield, Sheffield, UK.
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