Introduction

Developing critical literature review skills is essential for pharmacy students to provide evidence-based patient care. In winter 2024, the course coordinator of the Advanced Patient Self-Care elective invited the librarian to co-teach a literature review tutorial with the course teaching assistant. As part of this elective, students (in small groups) were required to conduct a literature review, as well as use their results to create a clinical tool for pharmacists.

Methods

Twenty third-year PharmD students enrolled in the elective participated in the optional one-hour tutorial, developed and co-taught by the librarian and teaching assistant. The tutorial covered an overview of literature review methods, such as research question, search strategy and eligibility criteria development, and critical appraisal. After the tutorial, the librarian and teaching assistant provided 1-on-1 support to each small group and were available for continued support leading up to the assignment deadlines. Effectiveness was assessed through student questions and feedback, as well as assignment outcomes.

Outcomes

Students demonstrated increased confidence in using PubMed and constructing search strategies. Most reported finding the librarian's involvement effective and felt more comfortable conducting literature reviews. Three resulting clinical tools were selected for publication in a pharmacy practice magazine. Overall, student performance on assignments improved.

Discussion

This interdisciplinary collaboration proved highly effective in enhancing students' literature review skills and learning experience. This successful model has become a regular feature of the elective and could serve as a template for other librarian-faculty partnerships in instruction across various disciplines.