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Research ArticleOriginal Article

Teaching Information Mastery: Creating Informed Consumers of Medical Information

David C. Slawson and Allen F. Shaughnessy
The Journal of the American Board of Family Practice November 1999, 12 (6) 444-449; DOI: https://doi.org/10.3122/jabfm.12.6.444
David C. Slawson
From the Department of Family Medicine (DCS), University of Virginia, Charlottesville, Va; and the Harrisburg Family Practice Residency (AFS), Harrisburg Hospital, Harrisburg, and the Department of Family Medicine (AFS), MCP Hahnemann School of Medicine, Philadelphia, Pa. Address reprint requests to David C. Slawson, MD, Department of Family Medicine, Box 414, University of Virginia Health Sciences Center, Charlottesville, VA 22908
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Allen F. Shaughnessy
From the Department of Family Medicine (DCS), University of Virginia, Charlottesville, Va; and the Harrisburg Family Practice Residency (AFS), Harrisburg Hospital, Harrisburg, and the Department of Family Medicine (AFS), MCP Hahnemann School of Medicine, Philadelphia, Pa. Address reprint requests to David C. Slawson, MD, Department of Family Medicine, Box 414, University of Virginia Health Sciences Center, Charlottesville, VA 22908
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Abstract

Background: The concepts of evidence-based medicine are penneating all specialties, including family practice. This article describes a curriculum to teach residents the principles and practices of information mastery, a derivation of evidence-based medicine that is more relevant to family physicians.

Methods: The curriculum is a 2-year longitudinal experience consisting mainly of didactic presentations and demonstrations in the first year followed by small-group sessions in the second year. Residents are taught the concepts of the previously described approach of information mastery and the application of these concepts to the variety of information resources available to them. Specifically, residents are taught how to find, evaluate, and apply information available from original research literature, review articles, meta-analyses, translation (controlled-circulation) journals, continuing education lectures, experts and colleagues, pharmaceutical representatives, and clinical experience.

Results: Using a before-after design at two institutions, the curriculum improved residents' attitudes, confidence regarding the medical literature, their perceptions of their ability to evaluate the published literature, and their use of information sources.

Conclusions: Offering a structured curriculum to family practice residents creates dynamic, confident, and independent clinicians skilled in the art of information mastery.

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The Journal of the American Board of Family     Practice: 12 (6)
The Journal of the American Board of Family Practice
Vol. 12, Issue 6
1 Nov 1999
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Teaching Information Mastery: Creating Informed Consumers of Medical Information
David C. Slawson, Allen F. Shaughnessy
The Journal of the American Board of Family Practice Nov 1999, 12 (6) 444-449; DOI: 10.3122/jabfm.12.6.444

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Teaching Information Mastery: Creating Informed Consumers of Medical Information
David C. Slawson, Allen F. Shaughnessy
The Journal of the American Board of Family Practice Nov 1999, 12 (6) 444-449; DOI: 10.3122/jabfm.12.6.444
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