1
|
Ward KL, Gatti BLD, Osenga A, Odierna DH, Smith M. Information literacy of matriculating chiropractic students assessed via research readiness survey. THE JOURNAL OF CHIROPRACTIC EDUCATION 2023; 37:20-25. [PMID: 36367957 PMCID: PMC10013592 DOI: 10.7899/jce-21-48] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2021] [Revised: 04/07/2022] [Accepted: 05/11/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVE We developed a Research Readiness Survey (RRS) to identify students' information literacy needs prior to instruction by a team of faculty members and librarians in our doctor of chiropractic program clinical research literacy courses. In addition to describing students' responses to our RRS, we explored associations between (1) students' overall performance on the RRS and their prior earned degrees and (2) their self-reported ability and performance on questions pertaining to evaluating information quality (standard 3 of the Association of College and Research Libraries [ACRL] Information Literacy Competency Standards for Higher Education). METHODS The RRS is composed of 50 questions, of which 22 pertain to information literacy knowledge assessment per ACRL standards. We calculated means and standard deviations for summary scores on 4 ACRL standards and for a total RRS score. We used analysis of variance to assess whether standard 3 scores differed by students' self-reported ability to judge health information quality and whether there was an association between total RRS scores and students' previously earned degrees. RESULTS In 2017-2018, 245 students (70% of matriculates) completed the RRS. Students performed best on standard 3 (average score 67%) and worst on standard 2, the ability to access information (average score = 59%). Students who reported an average ability to judge information quality had higher standard 3 scores than students who reported poor ability (p = .003). Students with bachelor's degrees had higher total RRS scores than students with associate's degrees (p = .004). CONCLUSION Matriculating students had the most difficulty with accessing information, supporting the need to include librarians on the teaching team.
Collapse
Affiliation(s)
- Krista L. Ward
- Krista Ward is an adjunct faulty member and research specialist in the Research Department at Life Chiropractic College West (25001 Industrial Blvd, Hayward, CA 94545; )
| | - Barbara L. Delli Gatti
- Barbara Delli Gatti is the director of the Learning Commons at Life Chiropractic College West (25001 Industrial Blvd, Hayward, CA 94545; )
| | - Annette Osenga
- Annette Osenga is the retired director of Library Services at the Learning Commons at Life Chiropractic College West (25001 Industrial Blvd, Hayward, CA 94545; )
| | - Donna H. Odierna
- Donna Odierna is a research specialist in the Research Department at Life Chiropractic College West (25001 Industrial Blvd. Hayward, CA 94545; ) and an assistant professor in the College of Nursing at Samuel Merritt University
| | - Monica Smith
- Monica Smith is the research director at Life Chiropractic College West (25001 Industrial Blvd, Hayward, CA 94545; )
| |
Collapse
|
2
|
Laws S. A pilot study of the effects of faculty status for medical librarians in the United States. J Med Libr Assoc 2021; 109:618-623. [PMID: 34858092 PMCID: PMC8608164 DOI: 10.5195/jmla.2021.1138] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Objectives: Within many institutions, there are debates over whether medical librarians should be classified as faculty or professional staff, a distinction that may have considerable effect on the perception of librarians within their local institutions. This study is a pilot exploration of how faculty status may affect the professional experiences of academic medical librarians within their local institutions. Methods: Surveys were sent to 209 medical librarians listed as having some instructional function at Liaison Committee on Medical Education (LCME) accredited medical institutions in the United States. Survey responses were captured using Qualtrics survey tool and analyzed for frequencies and associations using SPSS version 27. Results: Sixty-four medical librarians at academic medical institutions completed the survey developed for this study. Of the respondents, 60.9% indicated that librarians at their institution have faculty status, while 71.9% believe that librarians at their institution should have faculty status. Ninety percent of librarians with faculty status reported that they are expected to generate scholarly materials, compared to 28% of those without faculty status. Conclusions: Many medical libraries offer faculty status to librarians. While many medical librarians are active in instruction, research, and other activities normally associated with faculty status, it is not clear if faculty status impacts how librarians are perceived by other health care workers within their institutions.
Collapse
Affiliation(s)
- Sa'ad Laws
- , Research and Education Librarian, Weill Cornell Medicine - Qatar, Education City, Qatar
| |
Collapse
|
3
|
Hickner A, Wright D, Merlo L, Gordon-Elliott JS, Delgado D. Redesigning library orientation for first-year medical students during the pandemic. J Med Libr Assoc 2021; 109:497-502. [PMID: 34629981 PMCID: PMC8485957 DOI: 10.5195/jmla.2021.1190] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2022] Open
Abstract
Background: Prior to 2020, library orientation for first-year medical students at Weill Cornell Medicine took the form of an on-site treasure hunt competition. Due to the COVID-19 pandemic, the orientation for the MD class of 2024 was shifted to an all-virtual format. This shift mandated a full redesign of the library orientation. Case Presentation: The Samuel J. Wood Library sought to preserve the excitement and fun of the treasure hunt in the new virtual format. The competition was redesigned as a Zoom meeting using breakout rooms, with library faculty and staff serving as team facilitators. Tasks were rewritten, shifting the focus from the library's physical spaces to its virtual services and online resources. The redesigned orientation was evaluated using two data sources: a postsession survey of student participants and a debriefing of the library employees who participated. Student evaluations were positive, while the faculty and staff provided numerous suggestions for improving future virtual orientations. Conclusions: A successful virtual library orientation requires careful preparation, including testing the competition tasks, full rehearsal with library facilitators, and a thoughtful approach to technology and logistics. We have chosen to share the materials we developed for other academic health sciences libraries that may wish to take a similar approach to their own virtual orientations.
Collapse
|
4
|
Tagge N. Leveraging accreditation to integrate sustainable information literacy instruction into the medical school curriculum. J Med Libr Assoc 2018; 106:377-382. [PMID: 29962916 PMCID: PMC6013141 DOI: 10.5195/jmla.2018.276] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2017] [Accepted: 03/01/2018] [Indexed: 11/20/2022] Open
Abstract
Background While the term “information literacy” is not often used, the skills associated with that concept are now central to the mission and accreditation process of medical schools. The simultaneous emphasis on critical thinking skills, knowledge acquisition, active learning, and development and acceptance of technology perfectly positions libraries to be central to and integrated into the curriculum. Case Presentation This case study discusses how one medical school and health sciences library leveraged accreditation to develop a sustainable and efficient flipped classroom model for teaching information literacy skills to first-year medical students. The model provides first-year medical students with the opportunity to learn information literacy skills, critical thinking skills, and teamwork, and then practice these skills throughout the pre-clerkship years. Conclusions The curriculum was deemed a success and will be included in next year’s first-year curriculum. Faculty have reported substantial improvements in the information sources that first-year medical students are using in subsequent clinical reasoning conferences and in other parts of the curriculum. The effectiveness of the curriculum model was assessed using a rubric.
Collapse
Affiliation(s)
- Natalie Tagge
- Education Services Librarian, Ginsburg Health Sciences Library, Temple University, Philadelphia, PA
| |
Collapse
|
5
|
Nevius AM, Ettien A, Link AP, Sobel LY. Library instruction in medical education: a survey of current practices in the United States and Canada. J Med Libr Assoc 2018; 106:98-107. [PMID: 29339939 PMCID: PMC5764599 DOI: 10.5195/jmla.2018.374] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2016] [Accepted: 08/01/2017] [Indexed: 11/20/2022] Open
Abstract
Objective The most recent survey on instruction practices in libraries affiliated with accredited medical institutions in the United States was conducted in 1996. The present study sought to update these data, while expanding to include Canadian libraries. Additional analysis was undertaken to test for statistically significant differences between library instruction in the United States and Canada and between libraries affiliated with highly ranked and unranked institutions. Methods A twenty-eight-question survey was distributed to libraries affiliated with accredited US and Canadian medical schools to assess what and how often librarians teach, as well as how librarians are involved in the curriculum committee and if they are satisfied with their contact with students and faculty. Quantitative data were analyzed with SAS, R, and MedCalc. Results Most of the seventy-three responding libraries provided instruction, both asynchronously and synchronously. Library instruction was most likely to be offered in two years of medical school, with year one seeing the most activity. Database use was the most frequently taught topic, and libraries reported a median of five librarians providing instruction, with larger staffs offering slightly more education sessions per year. Libraries associated with highly ranked schools were slightly more likely to offer sessions that were integrated into the medical school curriculum in year four and to offer sessions in more years overall. Conclusions In US and Canadian libraries, regardless of the rank of the affiliated medical school, librarians' provision of instruction in multiple formats on multiple topics is increasingly common.
Collapse
|
6
|
MacDonald KA, Hrynchak PK, Spafford MM. Evidence-based practice instruction by faculty members and librarians in North American optometry and ophthalmology programs. J Med Libr Assoc 2015; 102:210-5. [PMID: 25031564 DOI: 10.3163/1536-5050.102.3.013] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022] Open
Abstract
North American optometry and ophthalmology faculty members and vision science librarians were surveyed online (14% response rate) about teaching evidence-based practice (EBP). Similar to studies of other health care programs, all five EBP steps (Ask, Acquire, Appraise, Apply, Assess) were taught to varying degrees. Optometry and ophthalmology EBP educators may want to place further emphasis on (1) the Apply and Assess steps, (2) faculty- and student-generated questions and self-assessment in clinical settings, (3) online teaching strategies, (4) programmatic integration of EBP learning objectives, and (5) collaboration between faculty members and librarians.
Collapse
Affiliation(s)
- Katherine A MacDonald
- (corresponding author), , Head, Information Services and Resources, Dana Porter Library; , Clinical Professor and Head, Primary Care Clinic, School of Optometry and Vision Science; , Associate Dean of Science, Undergraduate Studies, and Professor, School of Optometry and Vision Science; University of Waterloo, 200 University Avenue West, Waterloo ON, N2L 3G1, Canada
| | - Patricia K Hrynchak
- (corresponding author), , Head, Information Services and Resources, Dana Porter Library; , Clinical Professor and Head, Primary Care Clinic, School of Optometry and Vision Science; , Associate Dean of Science, Undergraduate Studies, and Professor, School of Optometry and Vision Science; University of Waterloo, 200 University Avenue West, Waterloo ON, N2L 3G1, Canada
| | - Marlee M Spafford
- (corresponding author), , Head, Information Services and Resources, Dana Porter Library; , Clinical Professor and Head, Primary Care Clinic, School of Optometry and Vision Science; , Associate Dean of Science, Undergraduate Studies, and Professor, School of Optometry and Vision Science; University of Waterloo, 200 University Avenue West, Waterloo ON, N2L 3G1, Canada
| |
Collapse
|
7
|
McClurg C, Powelson S, Lang E, Aghajafari F, Edworthy S. Evaluating effectiveness of small group information literacy instruction for Undergraduate Medical Education students using a pre- and post-survey study design. Health Info Libr J 2015; 32:120-30. [DOI: 10.1111/hir.12098] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2014] [Accepted: 02/05/2015] [Indexed: 12/31/2022]
Affiliation(s)
- Caitlin McClurg
- Health Sciences Library; University of Calgary; Calgary AB Canada
| | - Susan Powelson
- Health Sciences Library; University of Calgary; Calgary AB Canada
| | - Eddy Lang
- Cumming School of Medicine; University of Calgary; Calgary AB Canada
| | - Fariba Aghajafari
- Cumming School of Medicine; University of Calgary; Calgary AB Canada
| | - Steven Edworthy
- Cumming School of Medicine; University of Calgary; Calgary AB Canada
| |
Collapse
|
8
|
Determining the information literacy needs of a medical and dental faculty. JOURNAL OF THE CANADIAN HEALTH LIBRARIES ASSOCIATION 2014. [DOI: 10.5596/c2012-011] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Introduction: The Faculty of Medicine and Dentistry at the University of Alberta is large and diverse. Liaison librarians at the Health Sciences Library decided in late 2009 to undertake a system-wide evaluation of the information literacy (IL) instruction being delivered to the Faculty. The goals of the evaluation were to identify current strengths and gaps in instruction, to realign teaching priorities, and to inform the development of effective asynchronous Web-based delivery mechanisms, such as interactive tutorials, to support the Faculty's move to electronic course delivery. Methods: The main data collection method was a survey of different user groups in the Faculty, including undergraduate and graduate students, residents, and faculty. Secondary data included a literature review, consultation with key collaborators and analyzing program documents. Results: All undergraduate medical students receive IL instruction. Fewer than a third of graduate students, only half of residents, and a small fraction of faculty, receive instruction. The current curriculum needs to be revised to be less repetitive. Most respondents wanted to receive training on advanced database searching, and preferred in-person instruction sessions. Web-based tutorials were the next most popular mode of delivery. Discussion: This study is one of the few medical information literacy surveys that used a broad, strategic approach to surveying all user groups at a medical school. These data provide a baseline overview of existing instruction across user groups, determine potential need for IL instruction, provide direction for what should be taught, and identify preferred methods for delivery of a comprehensive training program centered on Faculty needs.
Collapse
|