Madeleine Shanahan

Learning centred approach for developing the electronic information search processes of students

Background: Undergraduate students of the twenty-first century are widely regarded as ‘technologically savvy’ and have embraced the electronic information world. The literature, however, describes undergraduate students as using a limited range of electronic information sources and not critically evaluating the information they retrieve from internet searches. Aims: The aim was to evaluate a purposefully designed intervention that sought to expand the information search and evaluation practices of undergraduate students. The intervention scaffolded an independent learning activity in the form of a group-based project. Methods: Survey methodology was used to collect data from student pre- and post-intervention for two cohorts of students who undertook the intervention in 2005 and 2006 involving a total of 71 students. Percentages were used to describe survey findings and chi-square analysis and Fishers exact test examined differences between groups. Results: Questionnaires were completed by 59 students (response rate 83%) pre-intervention and 49 students (response rate 69%) post-intervention. Post-intervention there were positive and statistically significant differences in database searching behaviour (p = 0.000), use of Google Scholar (p = 0.035) and number of criteria used to evaluate information retrieved from the internet (p = 0.000) by students. Conclusion: By positively reshaping the electronic information search and evaluation practices of students we are helping students to find informed information sources as they engage in independent learning activities at university and as future health professionals.

Radiation therapists and the Internet: a perspective from Australia

The Internet is an important information source for health practitioners; yet little is known of how radiation therapists (RTs) are currently using this vast information resource for their professional learning. In 2007, a four-page postal survey was sent to a random sample of 1,142 Medical Radiation Science practitioners with a response rate of 32.8%, which included 76 RTs. This paper reports and analyses the questionnaire responses from RTs on the use of the Internet to update their professional knowledge and issues affecting accessibility to the Internet in the workplace. This research provides an initial data set on the professional use of Internet-based tools and resources by Australian RTs. It has been shown that the Internet is an important information source widely used by RTs as they search the Internet (89%), access specific web pages (85%), use e-mail (84%) and listservs (49%) to update their professional knowledge. Although all RTs reported Internet access within their workplace, a number of factors have been identified which at present limit accessibility of current quality health and medical information through the Internet to RTs. A large number of RTs were unaware of Internet-based resources, such as Cochrane Library (48%) and GoogleScholar (42%), which support evidence-based practice (EBP) and research. RTs in teaching environments had greater access to computers with Internet access than their colleagues in non-teaching environments (p = 0.044). More RTs in the private sector (22%) reported they had ‘no’ access to the Internet in their workplace than their public sector colleagues (4%, p = 0.037). In addition, RTs in metropolitan workplaces had greater access to protected time during work hours for professional reading or study than their non-metropolitan colleagues (p = 0.000). These issues of non-uniformity of resources across workplaces and knowledge gaps within the profession must be addressed so that all RTs can avail themselves of high quality resources available through the Internet that support them in implementing EBP and meeting the mandatory requirement of updating their professional knowledge.

Professional Learning in Sonography

The healthcare system is in a state of constant and rapid change as a result of the increase in scientific knowledge and rapid technological advances. To provide the best possible healthcare health practitioners must continue to learn throughout their working life. The notion that professionals must continually update their knowledge is not a new concept (1, 2). For example, Dubin (1 p.486) wrote of professionals: A highly trained person must constantly renew his knowledge. The goal is not merely to keep knowledge already acquired during the period of formal education. Much more than this - for past knowledge may become outdated - the aim is... self-renewal by keeping abreast of new knowledge that is constantly being added to by research and publication.