Evaluation of Information Literacy Skill Development in First Year Medical Students (Report)

Evaluation of Information Literacy Skill Development in First Year Medical Students (Report)

The key characteristics of medical information are that it is abundant, distributed, and is provided for a range of audiences. Medical practitioners need the skills to find relevant information and evaluate its authenticity, validity, and reliability. These information literacy skills are ideally developed during the medical school years. Today’s first year students are coming to university “techno savvy” but this does not mean that they are able to find and evaluate the information they need for their studies (Ivanitskaya, O’Boyle & Casey, 2006; Mofford & Steinberg, 2006; Oblinger & Oblinger, 2005). Evidence from research suggests that the most effective method of developing information literate students is to embed or integrate information literacy throughout the curriculum (Brown & Nelson, 2003; Samson, 2010; Tuttle et al., 2009). This has resulted in a focus on information literacy instruction in the teaching and learning programs of most university libraries (Marcum, 2002; Orr & Cribb, 2003; Cullen, Clark & Esson, 2011). However, there are a range of levels of integration of information literacy. Bruce (2002) suggests that there are three critical elements of information literacy learning. The three elements suggested by Bruce (2002) are learning, reflection, and practice: * Experiencing information literacy (learning)

Evaluation of Information Literacy Skill Development in First Year Medical Students (Report)



Here is Download Link

Leave a Reply

Your email address will not be published. Required fields are marked *