Do the theoretic approach to information searching matter? A review on theoretic models.

Background. Continuous learning is important in physiotherapy, because new knowledge inform practice and advances the field. Working through an information search process, is one method of continuous learning. Physiotherapy education should therefore embed theoretic models of the information search process in curriculum. However, theoretic models differ in content across the main tasks of an information search process. This study therefore aimed at describing differences in content of theoretic models focusing on information search.

Methods. A systematic search was performed to identify, publications presenting information search process models, applied in an learning environment, with students at least at bachelor level. The international databases PubMed, Library, Information Science and Technology Abstracts (LISTA) and ERIC were searched in may 2018, complemented by the national Danish databases bibliotek.dk and UC-Viden. Two independent reviewers screened all records for eligibility. Data on search formulation, selection of sources, interacting with sources and presentation of search results were extracted.

Results. N=1294 records were screened and n=18 articles meet inclusion criteria. Across the included articles, n=23 models focused on the information search process. In included models 78% integrated search formulation, 52% included selection of sources, interacting with sources was part of 78% and 60% incoorporated presentation of the information. Number of steps in the information search process models ranged from 2-11 steps.

Discussion. Important differences exist between theoretic models of the information search process. Non of the information search process main tasks were present across all models, with selection of sources most often omitted. The range of steps necessary to complete the process varied greatly. These differences are important to consider when embedding a specific model in physiotherapy education curriculum. Because differences may influence the quality of the knowledge aquired when applying a specific information search process model.

Limitations. Theoretic models in physiotherapy education is often accompanied by teaching, which may contribute to a larger degree of detail in the less nuanced models. The current study could benefit from additional data on the interaction between teaching methods and theoretic models.

Conclusion. Differences in the level of detail and extent, exist across theoretic models focusing on the information search process.