Upon reflection: five mirrors of evidence‐based practice     

Andrew Booth 《Health information and libraries journal》2010,27(3):253-256

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On hierarchies,malarkeys and anarchies of evidence     

Andrew Booth 《Health information and libraries journal》2010,27(1):84-88

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Using research in practice     

Bexon N  Brice A  Booth A 《Health information and libraries journal》2003,20(4):240-243

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From EBM to EBL: two steps forward or one step back?   总被引：1，自引：0，他引：1  

Booth A 《Medical reference services quarterly》2002,21(3):51-64

The author employs his vantage point as a contributor to Evidence-based Medicine (EBM) and Evidence-based Librarianship (EBL) in the United Kingdom to anticipate obstacles to be overcome by the emerging EBL paradigm. After reviewing and synthesizing three proto-definitions of EBL, he discusses issues around the potential domains to be populated by research findings. He then briefly considers the contribution that critical appraisal skills can make to an evidence-based profession. In concluding that "evidence-based librarianship" is a self-limiting "label," he encourages health information professionals instead to promote the contribution of librarianship to evidence-based practice, a role for which they are uniquely qualified.  相似文献   

Column Editors     

Andrew Booth  Anne Brice 《Health information and libraries journal》2001,18(3):175-177

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Fahrenheit 451?: a ‘burning question’ on the evidence for book withdrawal     

Andrew Booth 《Health information and libraries journal》2009,26(2):161-165

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Mind your Ps and Qs (pitfalls of questionnaires)     

Booth A 《Health information and libraries journal》2005,22(3):228-231

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Studying health information from a distance: refining an e-learning case study in the crucible of student evaluation     

Booth A  Levy P  Bath PA  Lacey T  Sanderson M  Diercks-O'Brien G 《Health information and libraries journal》2005,22(Z2):8-19

Purpose: To present a formative evaluation of the impact of a multimedia case study as a component of a masters course in health informatics delivered by distance learning. Setting/Participants/Resources: First and second year health informatics students undertaking four core modules of a masters programme at the University of Sheffield. Methodology: Individual qualitative user surveys and interviews. Results/Outcomes: Formative evaluation has played a significant role in refining the case study through its text‐based, intermediate and CD‐ROM based stages. Feedback from students has resulted in clarification of case study tasks, clearer definition of teaching roles and a revised approach to assessment. At the same time it has highlighted the importance of ongoing revision and maintenance in keeping the scenarios realistic and current. Discussion/Conclusion: The multimedia case study has met many of its original aims in providing greater cohesion for core modules and encouraging greater levels of interaction and multidisciplinary collaboration.  相似文献   

SCISTER act: delivering training in information skills for social-care professionals     

White C  Booth A  Cooke J  Addison F 《Health information and libraries journal》2005,22(1):54-62

PURPOSE: To develop and evaluate a programme of information skills training for social-care practitioners and health-care librarians. SETTING: Two one-day training courses run separately for 13 social-care practitioners and 10 health-care librarians in the Trent geographic region within Northern England. METHODOLOGY: Qualitative and quantitative feedback collected through questionnaires supplemented by participant observation. RESULTS: While generally feedback was favourable, the courses were overly ambitious. More training sessions of shorter duration would offer participants opportunities to practise and use the skills they have acquired. Social-care practitioners responded more positively to skills associated with appraising qualitative research than with randomised controlled trials. Librarians appreciated the opportunity to learn about unfamiliar social-care resources. Both practitioners and health-care librarians reported that they acquired skills to support evidence-based social care as a result of the training intervention. DISCUSSION/CONCLUSION: Involvement of a multi-disciplinary team and support from a social-care information provider maximized the impact of this experimental training intervention.  相似文献   

Do swans really eat fudgesicles? (the picture book and child drama)     

Robert Barton  David Booth 《Children‘s Literature in Education》1973,4(2-3):13-24

The city had never before and has never since witnessed such a celebration as that which greeted the adventurers on their return from the battle with Humbaba. A holiday was declared. All work ceased. Feasts were laid out everywhere, and the people went up and down the streets carrying standards and bright banners. The young and the old gathered in the family house and sat crosslegged while the two heroes told the story repeating it again and again and answering all the questions that were asked. Singers immediately made up long songs about the adventure; dancers acted it out; and scribes laboriously engraved it on stone, or pressed the words and letters into tablets of wet clay. Runners carried the clay tablets from city to city...Robert Barton and David Booth are respectively program consultant for the arts, Ministry of Education, Province of Ontario and drama consultant for the Borough of York in Metropolitan Tornoto. They are coauthors ofNobody in the Cast, a drama text for students;Film, a student handbook on the cinema and, soon to be publishedColours, an imaginative look at literature and language for 8–12 year olds.  相似文献