Evaluating effectiveness of small group information literacy instruction for Undergraduate Medical Education students using a pre‐ and post‐survey study design. (23rd March 2015)

• Record Type: Journal Article
• Authors: McClurg, Caitlin; Powelson, Susan; Lang, Eddy; Aghajafari, Fariba; Edworthy, Steven
• Is Part Of: Health information and libraries journal. Volume 32:Number 2(2015:Jun.)
• Page Start: 120
• Page End: 130
• Publication Date: 2015-03-23
• Subjects: Medical libraries -- Periodicals; Public health libraries -- Periodicals; Life sciences libraries -- Periodicals; Medical libraries -- Great Britain -- Periodicals; Public health libraries -- Great Britain -- Periodicals; Information science -- Periodicals; 026.61094105
• DOI: 10.1111/hir.12098
• Languages: English
• ISSNs: 1471-1834

Abstract

<abstract abstract-type="main" id="hir12098-abs-0001"> <title>Abstract</title> <sec id="hir12098-sec-0001" sec-type="section"> <title>Background</title> <p>The Undergraduate Medical Education (UME) programme at the University of Calgary is a three‐year programme with a strong emphasis on small group learning.</p> </sec> <sec id="hir12098-sec-0002" sec-type="section"> <title>Objective</title> <p>The purpose of our study was to determine whether librarian led small group information literacy instruction, closely integrated with course content and faculty participation, but without a hands on component, was an effective means to convey EBM literacy skills.</p> </sec> <sec id="hir12098-sec-0003" sec-type="section"> <title>Method</title> <p>Five 15‐minute EBM information literacy sessions were delivered by three librarians to 12 practicing physician led small groups of 15 students. Students were asked to complete an online survey before and after the sessions. Data analysis was performed through simple descriptive statistics.</p> </sec> <sec id="hir12098-sec-0004" sec-type="section"> <title>Results</title> <p>A total of 144 of 160 students responded to the pre‐survey, and 112 students answered the post‐survey. Instruction in a small group environment without a mandatory hands on component had a positive impact on student's evidence‐based information literacy skills. Students were more likely to consult a librarian and had increased confidence in their abilities to search and find relevant information.</p> </sec> <sec id="hir12098-sec-0005" sec-type="section"> <title>Conclusion</title> <p>Our study demonstrates that student engagement and faculty involvement are effective tools for delivering information literacy skills when working with students in a small group setting outside of a computer classroom.</p> </sec> </abstract>