Constructing Knowledge in the Health Sciences: 
A Range of Possibilities

Library Instruction West 2016


Case-Based Instruction/Learning (CBL)
The use of patient cases (actual or theoretical) to stimulate discussion, questioning, problem solving, and reasoning on issues pertaining to the basic sciences and clinical disciplines. (Anderson, 2010, as cited in MedBiquitous Curriculum Inventory Working Group Standardized Vocabulary Subcommittee)

Evidence-Based Medicine (EBM)
EBM curriculum focuses on five main steps: 
1) ASK: form a clinical question
2) ACQUIRE: locate medical information
3) APPRAISE: critique medical information
4) APPLY: Apply results to patients
5) ASSESS: Reflect on process and outcomes
From Guiding Principles of Content Development (adapted from EBM: How to Practice and Teach it. 4th ed. Strauss. 2011)

Interprofessional Education (IPE)
Interprofessional education occurs when students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes.
Once students understand how to work interprofessionally, they are ready to enter the workplace as a member of the collaborative practice team. This is a key step in moving health systems from fragmentation to a position of strength."
From World Health Organization (WHO). (2010). Framework for action on interprofessional education & collaborative practice. Geneva: World Health Organization. 

Problem-Based Learning (PBL)
The use of carefully selected and designed patient cases that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills as those needed in professional practice.
(Esach and Bitterman, 2003; see also Major and Palmer, 2001; Cooke, Irby, and O'brien, 2010b; Barrows and Tamblyn, 1980, as cited in MedBiquitous Curriculum Inventory Working Group Standardized Vocabulary Subcommittee) 
Team-Based Learning (TBL)
A form of collaborative learning that follows a specific sequence of individual work, group work and immediate feedback; engages learners in learning activities within a small group that works independently in classes with high learner-faculty ratios. (Anderson, 2010; Team-Based Learning Collaborative, n.d.; Thompson, Schneider, Haidet, Perkowski, and Richards, 2007, as cited in MedBiquitous Curriculum Inventory Working Group Standardized Vocabulary Subcommittee)

ACRL Insider. Update from the ACRL Board of Directors on the Framework for Information Literacy for Higher Education.

MedBiquitous Curriculum Inventory Working Group Standardized Vocabulary Subcommittee. (2012). Curriculum Inventory standardized instructional and assessment methods and resource types (September 2012 version). Washington, DC: Association of American Medical Colleges.


Erin Wimmer, MA, MLIS 
is the Teaching and Learning Librarian at Eccles Health Sciences Library at the University of Utah.

Kerri Shaffer Carter, MLIS, MEd is the Director of Education at the University of Utah School of Medicine.
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