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Using information literacy to teach medical entrepreneurship and health care economics

dc.contributor.authorCarroll, Alexander J.
dc.contributor.authorHallman, Shelby J.
dc.contributor.authorUmstead, Kelly A.
dc.contributor.authorMcCall, James
dc.contributor.authorDiMeo, Andrew J.
dc.date.accessioned2020-12-08T18:28:27Z
dc.date.available2020-12-08T18:28:27Z
dc.date.issued2019-04
dc.identifier.citationCARROLL, Alexander J. et al. Using information literacy to teach medical entrepreneurship and health care economics. Journal of the Medical Library Association, [S.l.], v. 107, n. 2, p. 163–171, apr. 2019. ISSN 1558-9439. Available at: <https://jmla.pitt.edu/ojs/jmla/article/view/577>. Date accessed: 08 dec. 2020. doi:https://doi.org/10.5195/jmla.2019.577.en_US
dc.identifier.issn1558-9439
dc.identifier.urihttp://hdl.handle.net/1803/16304
dc.description.abstractObjective: Entrepreneurship and innovative product design in health care requires expertise in finding and evaluating diverse types of information from a multitude of sources to accomplish a number of tasks, such as securing regulatory approval, developing a reimbursement strategy, and navigating intellectual property. The authors sought to determine whether an intensive, specialized information literacy training program that introduced undergraduate biomedical engineering students to these concepts would improve the quality of the students’ design projects. We also sought to test whether information literacy training that included active learning exercises would offer increased benefits over training delivered via lectures and if this specialized information literacy training would increase the extent of students’ information use. Methods: A three-arm cohort study was conducted with a control group and two experimental groups. Mixed methods assessment, including a rubric and citation analysis, was used to evaluate program outcomes by examining authentic artifacts of student learning. Results: Student design teams that received information literacy training on topics related to medical entrepreneurship and health care economics showed significantly improved performance on aspects of project performance relevant to health care economics over student design teams that did not receive this training. There were no significant differences between teams that engaged in active learning exercises and those that only received training via lectures. Also, there were no significant differences in citation patterns between student teams that did or did not receive specialized information literacy training. Conclusions: Information literacy training can be used as a method for introducing undergraduate health sciences students to the health care economics aspects of the medical entrepreneurship life cycle, including the US Food and Drug Administration regulatory environment, intellectual property, and medical billing and reimbursement structures.en_US
dc.language.isoen_USen_US
dc.publisherJournal of the Medical Librarian Associationen_US
dc.relation.ispartofseriesJean and Alexander Heard Library;
dc.rightsThis work is licensed under a Creative Commons Attribution 4.0 International License.
dc.source.urihttps://jmla.pitt.edu/ojs/jmla/article/view/577
dc.subjectInformation Literacyen_US
dc.subjectTeachingen_US
dc.subjectEvidence-Based Practiceen_US
dc.subjectLibrariesen_US
dc.subjectBiomedical Engineeringen_US
dc.subjectLearningen_US
dc.subjectEntrepreneurshipen_US
dc.subjectInventionsen_US
dc.subjectUnited States Food and Drug Administrationen_US
dc.subjectMedical Devicesen_US
dc.titleUsing information literacy to teach medical entrepreneurship and health care economicsen_US
dc.typeArticleen_US
dc.identifier.doi10.5195/jmla.2019.577


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