Why Does Information Literacy Matter to Radiologic Technologists?
Laura Aaron, PhD, RT(R)(M)(QM)
*Program Director and Assistant Professor of Radiologic Technology, Northwestern State University, Shreveport, Louisiana.
Address correspondence to: Laura Aaron, PhD, RT(R)(M)(QM), Program Director and Assistant Professor Radiologic Technology, Northwestern State University, 1800 Line Avenue, Shreveport, LA 71101. Email: carwilel@nsula.edu.
When we completed our educational programs to become radiologic technologists (RT), we realized that this was not all we would need to know to remain competent and up-to-date in our profession. We realized that we would have to continue to educate ourselves in order to keep pace with changes in technology and healthcare. This was instilled in us by our educational programs, which prepared us to be lifelong learners. Our continued competence also is required by the American Registry of Radiologic Technologists (ARRT), which expects RTs to acquire specific amounts of continuing education credits to fulfill this requirement and renew their registration.1
In addition to lifelong learning and the expectations of the ARRT, RTs are faced with many challenges every day that encourage them to be knowledgeable about changes in the profession. These challenges range from changes in technology to finding the best methods for imaging specific patient conditions. It has been suggested that it is necessary for healthcare professionals to look beyond their current expertise to meet these challenging changes in healthcare.2
One method that RTs can use to stay abreast of changes is to use published information. Finding information that can help meet these challenges is often a difficult task, and the skills needed to access information and use it in practice also change. Once the information is found, knowing how to apply this information to practice is the next challenge. RTs need the skills that are necessary for locating information relevant to their practice and applying it to their setting.2
Information Literacy and Evidence-Based Practice
In academic settings, information literacy and evidence-based practice are terms that are used often. Educators are trying to find ways to help students build the skills necessary for information literacy and evidence-based practice. What is information literacy and evidence-based practice? Information literacy is described as knowing what information is needed, being able to find the information, and then analyzing and using the information effectively.3 Evidence-based practice or medicine is described as "the conscientious, explicit, and judicious use of current best medicine in making decisions" in the clinical setting.4 For RTs, it has been advocated that evidence-based practice be used to find the best current information for decision making.2 Evidence-based practice requires that an individual have information literacy skills.5
Because information literacy and evidence-based practice are becoming essential skills for healthcare professionals, educators are struggling to find ways to improve students' skills in these areas. A variety of methods have been used to incorporate information literacy skills throughout a curriculum.6-9 Some individuals have taken the approach of breaking skills into small parts or specific assignments.7,9 Others have taken the route of developing a course related to information literacy.10 There are benefits and drawbacks to all of these methods, but the intended outcome is the same—to develop the information literacy skills of future healthcare professionals. However, there is no commonly agreed on course of action for teaching information literacy skills to students.
Relation to Practice
Although the concepts of information literacy and evidence-based practice may sound very academic, in reality, they can be used in the everyday practice of RTs.2 RTs who possess information literacy skills will be able to find the information needed to solve clinical problems or improve practice. They need to recognize instances in which information can help solve clinical problems. In what ways will information literacy skills be useful?
First, it is important to realize that RTs are presented with situations every day in which information may be useful. Many times they look to other RTs for guidance or suggestions on how to handle a specific problem. These problems can range from the best technique or protocol to use for specific pathology to improving RTs' satisfaction with their work environment. However, in many cases, if this information is gleaned from a colleague, it may be based on one individual's personal experience. If an RT chooses to look to published evidence to make a clinical decision, the path might be very different than what a colleague might suggest.
Second, if the problem is an issue that many RTs are facing, it may be that a change is necessary to a department protocol or policy. Finding appropriate information that is directly related to the issue could have a positive impact. An RT who is armed with current information and accurate data could produce a change that would benefit the entire department.
However, it is not practical or reasonable to believe that every time an RT faces a problem a research project should ensue. There are obstacles that must be overcome. First, RTs need to develop information literacy skills in order to access and use information appropriately. Second, they need access to the information. In the clinical setting, RTs often have little to no access to current research. Finally, it is important to realize that the volume of research related to radiologic science is limited. Thus, as the body of research for the profession grows, RTs will have more resources to apply to clinical issues.
Developing the Skills
The question becomes how can these skills be developed if an individual does not already possess them? This may be the most difficult question to answer. Because practicing RTs have already completed their educational programs, if they do not have these skills, they have to learn and develop them somewhere. This could happen through a variety of venues. For example, continuing education modules could be developed or short courses could be offered. Also, if the RT's institution has a library and a librarian, this could be an excellent resource for developing information literacy skills. Librarians take an active role in helping individuals develop the skills needed for information literacy. It is important to note that RTs will need to take an active role in developing these skills. Without their active participation in developing information literacy skills, there will be no change. If RTs do not see the value of information literacy and evidence-based practice, it is unlikely that they will make an effort to improve their skills.
The Future
As information develops and access to that information increases, the need for information literacy skills will grow. Healthcare is an ever changing environment, and in order for RTs to keep pace with the advances, they will need to be able to access information, analyze the information, and apply it to their setting. Having information literacy skills will help RTs find the information needed to make changes to how care is delivered and therefore, provide the best services to patients.
References
1. American Registry of Radiologic Technologists. American Registry of Radiologic Technologists Continuing Education Requirements for Renewal of Registration. Available at: http://www.arrt.org/education/cereq.pdf. Accessed August 7, 2007.
2. Smith T. Evidence-based medical imaging (EBMI). Radiography. In press.
3. American Library Association. Presidential committee on information literacy: final report [online] 1989. Available at: http://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.htm. Accessed August 7, 2007.
4. Sackett D, Rosenberg W, Gray J, et al. Evidence based medicine: what it is and what it isn't. BMJ [serial online]. 1996;312:71-73. Available at: http://bmj.com/cgi/content/full/312/7023/71. Accessed August 9, 2007.
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9. Wallace M, Shorten A, Crookes P, et al. Integrating information literacies into an undergraduate nursing programme. Nurse Educ Today. 1999;19:136-141.
10. Johnston B, Webber S. Information literacy in higher education: a review and case study. Stud Higher Educ. 2003;28:335-352.
