Leveraging accreditation to integrate sustainable information literacy instruction into the medical school curriculum
Appendix A: Information literacy ...
Appendix B: Clinical reasoning ...
DepartmentTemple University (Health Sciences Center Campus). Library
Permanent link to this recordhttp://hdl.handle.net/20.500.12613/69
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AbstractBackground: 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.
CitationTagge, N. (2018). Leveraging accreditation to integrate sustainable information literacy instruction into the medical school curriculum. Journal of the Medical Library Association, 106(3), 377–382. doi:https://doi.org/10.5195/jmla.2018.276
Citation to related workUniversity Library System, University of Pittsburgh
Has partJournal of the Medical Library Association, Vol. 106, No. 3
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