Display options
Cite
McClurg C, Powelson S, Lang E, et al. 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(2):120-30doi: 10.1111/hir.12098.
McClurg, C., Powelson, S., Lang, E., Aghajafari, F., & Edworthy, S. (2015). Evaluating effectiveness of small group information literacy instruction for Undergraduate Medical Education students using a pre- and post-survey study design. Health information and libraries journal, 32(2), 120-30. https://doi.org/10.1111/hir.12098
McClurg, Caitlin, et al. "Evaluating effectiveness of small group information literacy instruction for Undergraduate Medical Education students using a pre- and post-survey study design." Health information and libraries journal vol. 32,2 (2015): 120-30. doi: https://doi.org/10.1111/hir.12098
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 Jun;32(2):120-30. doi: 10.1111/hir.12098. Epub 2015 Mar 23. PMID: 25809567.
Copy Download .nbib Format: NLM
Share it on

Health Info Libr J. 2015 Jun;32(2):120-30. doi: 10.1111/hir.12098. Epub 2015 Mar 23.

Evaluating effectiveness of small group information literacy instruction for Undergraduate Medical Education students using a pre- and post-survey study design.

Health information and libraries journal

Caitlin McClurg, Susan Powelson, Eddy Lang, Fariba Aghajafari, Steven Edworthy

Affiliations

  1. Health Sciences Library, University of Calgary, Calgary, AB, Canada.

PMID: 25809567 DOI: 10.1111/hir.12098

Abstract

BACKGROUND: The Undergraduate Medical Education (UME) programme at the University of Calgary is a three-year programme with a strong emphasis on small group learning.

OBJECTIVE: 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.

METHOD: 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.

RESULTS: 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.

CONCLUSION: 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.

© 2015 Health Libraries Group.

Keywords: Students, medical; access to information; collaboration; evidence-based medicine; information literacy; information skills; librarianship, health science; libraries, health science; lifelong learning; programme evaluation

MeSH terms

Publication Types