1. Evaluating the impact of information
skills training on health
professionals: looking beyond
satisfaction

2. About NICE
NICE and
NICE Evidence
Evidence – guidance – shared learning

3. IST Project Objectives

4. The Project Methods

5. Analysis of data
Can you structure the following question in a PICO
format?
Excellent (3 pts): Can explain the structure of PICO AND
can correctly identify the terms that reflect it.
Strong (2 pts): Can partly explain 2 or 3 elements of the
structure of PICO AND identify terms that reflect this.
Limited (1 pt): Can only explain 1element of the PICO
structure AND can identify the term that reflects this. May
need some prompting to answer this question.
Not evident (0 pts): Cannot answer the question. No
understanding of PICO

6. Results – has learning taken place?
• Sample represents 85% of all those attending the two
courses
Has learning taken place?
Average pre-
training score (SD)
Average post-
training score (SD)
Difference
3.6 (+/-2.0) 6.3 (+/-1.0) +2.7 (+/-2.5),
p=0.016 (95%CI)

7. Results – how is learning used?
New skills and
knowledge
“I do feel more confident in
carrying out quick searches and
I’m not so scared to have a go
now.”
Finding information
“…now we can go to X, Y, or Z
rather than going to the
manufacturer and potentially
asking what is seen as a stupid
question, from their perspective.”
Supporting people
“I actually understand it now,
while previously I didn’t really
have a clue. So it’s really helpful
in that sense, just to have a
better idea of what the
Information Specialists are
doing.”

8. Conclusions

9. Limitations

10. Thank you
• Fresno Test of Evidence Based Medicine:
http://www.westernu.edu/bin/oir/assessment/tools/evidenc
e_based_practice_rubric_example1.pdf
• Just, M. L. (2012) Is literature search training for
medical students and residents effective? a literature
review. J Med Lib Assoc 100(4) October 2
michael.raynor@nice.org.uk
jenny.craven@nice.org.uk