The bibliographical review as an educational experience

Abstract

Aims: To compare the difficulties faced by students when performing bibliographical review tasks, in the years 2005 and 2006

Materials and Methods: Year 2005: 57 groups, N = 218; year 2006: 40 groups, N = 180. Aspects analyzed: a) Means of access to sources, sources accessed and search strategies employed; b) Structure of the review; c) Clarity of writing, handling of references in text and bibliography.

Results: In 2005, 78 % of students performed combined searches (Internet and manuals). In 2006, only 52,5 % performed such searches. 49% performed searches in bibliographical data bases, which diminished to 37,5 % in 2006, whereas searches in other languages was 24% and 12,5% respectively. There was an increase in the use of search engines, statements of search criteria and references to key words employed.

In 2006 there was an improvement in the statement of problems, objectives, hypothesis and coherence between these aspects.

In both years, 20% of works employed the quotation and bibliographical reference formats suggested by the International Committee of Medical Journal Editors (ICMJE).

Conclusions: The main difficulties emerged in the handling and incorporation of quotations and bibliographical references. In 2006 there was a tendency to make search strategies explicit. The use of foreign languages poses a limitation.