Introduction: Medical libraries have long provided educational programs to support evidence-based practice. Medical students at Queen's University, Kingston, Ontario, participate in a curriculum-integrated information literacy program during the first two years of medical school. Do they retain, improve, or forget the skills? Do they continue to use the library resources during clerkship? Did they encounter barriers to prevent them from using the resources? Methods: A short survey was administered to 99 students at the end of medical school. The survey included questions about medical students' attitudes and behaviours, their use of information resources, and their medical information literacy knowledge. Some of the knowledge questions were compared to pre-and post-tests that the same class completed in first year. Results: Fifty-three students completed the survey. The students rated their abilities very highly but there was only a weak positive relationship with the knowledge scores. Information resources were well used, both for clinical questions and to complete the mini-scholar exercises. Discussion: Medical students feel better prepared to answer clinical questions and their skills improved or remained the same for the content that could be compared between first and fourth year. Different resources were used for day-to day information needs and for the completion of the minischolar exercises. The results will inform changes to the Medical Information Literacy program at Queen's University. The librarians will explore some of the barriers to access to ensure that future students can use information resources with more ease while away from campus.

The Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (TCPS) was first developed to establish a standard of practice in research ethics by the three federal agencies responsible for funding institutional research in Canada: Canadian Institutes of Health Research (CIHR), Natural Sciences and Engineering Research Council (NSERC), and Social Sciences and Humanities Research Council (SSHRC). In 2010, a second edition of the policy, known as the TCPS 2, was released with updated information and expanded coverage of research ethics issues. According to the TCPS 2, the Agencies' mandate is Bto promote research that is conducted according to the highest ethical standards,^and the TCPS 2 serves as a benchmark for this with respect for human dignity as its underlying value. Research institutions receiving Agency funding are to comply with this policy statement by forming Research Ethics Boards (REBs) to review all research involving human participants. The intention behind this review requirement is to provide a proportionate assessment of the benefit-to-risk ratio of the research, and in that process, to safeguard Brespect for persons^, express a Bconcern for welfare^, and uphold Bjustice^(CIHR, SSHRC, NSERC 2010, p. 8).Research may not proceed until ethics approval is granted by an institution's REB. The current study evaluates REB members' perspectives on their knowledge of research ethics, and juxtaposes these perceptions with those of researchers. Specifically, we are interested in the extent to which REB members with less experience read the TCPS 2, and whether those with less experience have decreased confidence in their ethics knowledge.

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In 2011, the Secretariat on Responsible Conduct of Research launched a set of educational opportunities to facilitate and enhance the dissemination of TCPS 2, the 2nd edition of the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (2010), which guides Canadian research ethics. Three educational modalities were implemented to aid participants in developing or refining their ethical understanding and practice: (i) Regional Workshops, which brought together diverse disciplinary perspectives; (ii) the CORE tutorial, which enabled individuals to discover the various aspects and applications of the Policy; and (iii) Webinars, which provided participants with the opportunity to explore deeper