摘要：Objectives: This study describes how informationretrieval skills are taught in evidence-based medicine(EBM) at the undergraduate medical education(UGME) level.Methods: The authors systematically searchedMEDLINE, Scopus, Educational ResourceInformation Center, Web of Science, and Evidence-Based Medicine Reviews for English-language articlespublished between 2007 and 2012 describinginformation retrieval training to support EBM. Dataon learning environment, frequency of training,learner characteristics, resources and informationskills taught, teaching modalities, and instructor roleswere compiled and analyzed.Results: Twelve studies were identified for analysis.Studies were set in the United States (9), Australia (1),the Czech Republic (1), and Iran (1). Most trainings (7)featured multiple sessions with trainings offered topreclinical students (5) and clinical students (6). Asingle study described a longitudinal trainingexperience. A variety of information resources wereintroduced, including PubMed, DynaMed, UpToDate,and AccessMedicine. The majority of theinterventions (10) were classified as interactiveteaching sessions in classroom settings. Librariansplayed major and collaborative roles with physiciansin teaching and designing training. Unfortunately,few studies provided details of information skillsactivities or evaluations, making them difficult toevaluate and replicate.Conclusions: This study reviewed the literature andcharacterized how EBM search skills are taught inUGME. Details are provided on learningenvironment, frequency of training, level of learners,resources and skills trained, and instructor roles.Implications: The results suggest a number of stepsthat librarians can take to improve information skillstraining including using a longitudinal approach,integrating consumer health resources, anddeveloping robust assessments
