Information Literacy in Medical Education: Relationships with Conceptions of Learning and Learning Methods

Eskola, Eeva-Liisa

doi:10.1016/s0732-0671(07)25010-2

Cited by 4 publications

(11 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The librarian reduced animations in the study materials to make them simpler, clearer and, above all, brief, cancelled an obligation to pass the final exam after spring 2010, which reduced pressure on the students, and improved his assistance by sending a reminder about newly available topics and upcoming task deadlines to them each week. The results and described changes show tutoring e-learning is a never-ending and developing process and confirm previous information about the need for the tutor's pedagogical, social, managerial and motivation strategy (Díaz and Entonado, 2009;Ellaway and Masters, 2008;Eskola, 2007;Heinze and Schnurr, 2008;Kilic-Çakmak, 2010;McPherson and Nunes, 2004;Solimeno et al, 2008). However, the…”

Section: Discussionsupporting

confidence: 84%

Efficiency of e-learning in an information literacy course for medical students at the Masaryk University

Kratochvíl

2014

The Electronic Library

View full text Add to dashboard Cite

Purpose: The main goal of this paper is to argue E-learning can be a viable alternative teaching method for Information Literacy according to a comparation of librarian's time spent face-to-face teaching with tutoring the E-learning course, average time spent a week on learning by the students, time flexibility of E-learning, students' satisfaction with E-learning and students' ability to gain practical skills and theoretical knowledge through E-learning. Design/methodology/approach: Satisfaction of medical students with E-learning and their average weekly time spent learning was assessed through surveys designed in Google Documents. Weekly time spent by students learning in class and the number of librarian teaching hours were set by the university schedule and time spent on tutoring E-learning was measured. Details of accesses to study materials and submission of tasks as well as exam results were collected from Masaryk University Learning Management System. Findings: In 2011 50% less time was expended on tutoring E-learning than time spent with the same number of students in the previous three years in the classroom. One third of the students learned for more hours a week with E-learning than students in class. No significant difference in gained theoretical knowledge between these students was found. On average 90% of tasks submitted to E-learning were correct the first time. E-learning was appreciated by the students for its time (93%) and space (83 %) flexibility, the online materials (62%) and self-managing learning time (55%). Details of access to the study materials confirmed time flexibility. Originality/value: Due to time saved and considering the lack of any significant difference in the knowledge gained by students, E-learning can be a viable alternative teaching method for Information Literacy.Keywords: advantages, efficiency, E-learning, evaluation, Information Literacy, academic library, librarians, Masaryk University, medical students IntroductionInformation Literacy (IL) has been an essential part of university curriculum for more than thirty years. (Pinto et al., 2010) Due to the development of information and communication technologies the libraries must adapt to the needs of their users and provide IL activities also in e-environments.(Nazari and Webber, 2012) One possible solution is to incorporate Elearning as another teaching method. However, in recent years several studies have discussed advantages and disadvantages of E-learning in Information Literacy activities. Perceived disadvantages include Learning Management Systems (LMS) lacking a study material depository, a discussion group, chat rooms, applications for online examination, testing and scheduling and applications for online examination. Further problems discussed relate to copyright of used study materials, changing the learning style of the learners from face-toface (F2F) lessons to E-learning, lack of students' motivation for self-study. Above all the main disadvantage has been found to be the amount of time-consumpti...

show abstract

Section: Discussionsupporting

confidence: 84%

Efficiency of e-learning in an information literacy course for medical students at the Masaryk University

Kratochvíl

2014

The Electronic Library

View full text Add to dashboard Cite

show abstract

“…As indicated in previous research (Bazrafkan et al, 2017;Dale & Campbell, 2012;Eskola, 2007), IL courses should be integrated within a whole curriculum and not only at the start. Use of the ILSES-M scale can provide an added value in integrating the IL skills within the whole of a medical curriculum.…”

Section: Resultsmentioning

confidence: 95%

Development and validation of an Information Literacy Self-Efficacy Scale for medical students

Meulemeester

Buysse

Peleman

2018

JIL

View full text Add to dashboard Cite

The aim of this research is to develop and validate a scale for the evaluation of medical students’ information literacy self-efficacy beliefs, as this plays a crucial role in the development of lifelong learning objectives. Curriculum developers and medical educators need to have a good understanding of information literacy in order to decide when specific support and training should be integrated in the curricula. The use of a trustworthy, user-friendly tool in a large population able to detect different aspects of students’ information literacy self-efficacy beliefs could help to evaluate an entire curriculum. A 5-factor model was developed and validated within a 6-year medical curriculum (n=1252). Internal consistency of the subscales was high (α: 0.845-0.930). In conclusion, the Information Literacy Self-Efficacy Scale for Medicine (ILSES-M) could be an added value for evaluating medical students’ information literacy self-efficacy beliefs. Furthermore, it could form the basis for curriculum development as well as a guideline for critical curriculum reflection.

show abstract

“…Our finding that the PTIL scores did not further improve after the second year while ILSE beliefs did, makes us recommend that IL training should be boosted in the entire curriculum. As Eskola [12] stated, the skills should be taught throughout the entire medical education in order to enhance the retention of the knowledge and skills in IL. Students need to be instructed at the right time, when information is needed; consequently students will be motivated to learn.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Moreover Kingsley [11] advised incorporating IL training early in the curriculum, to help students develop their IL skills and SE. IL skills training should be integrated not only during the first two years of the curriculum, but also taught throughout the entire medical education, in order to enhance retention of IL and lifelong learning knowledge and skills [12].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The “Information Literacy Self-efficacy Scale” and the Medical Curriculum at Ghent University

Meulemeester

2013

Communications in Computer and Information Science

View full text Add to dashboard Cite

A study was conducted of all medical students (n=1253) in the five first years of the medical curriculum of Ghent University. The study focused on the effect of learning in a medical undergraduate curriculum, in relation to the results of information literacy self-efficacy (ILSE) beliefs and information literacy skills. All students were invited to participate in an ILSE questionnaire and a progress test of information literacy (PTIL). Mean scores of ILSE and PTIL were evaluated. Spearman correlation was used to evaluate the consistency between ILSE and PTIL. Our findings indicate that the PTIL did not further increase after the second year, while the ILSE beliefs did. This brings us to the conclusion that information literacy training should be boosted throughout the entire curriculum.

show abstract

Information Literacy in Medical Education: Relationships with Conceptions of Learning and Learning Methods

Cited by 4 publications

References 16 publications

Efficiency of e-learning in an information literacy course for medical students at the Masaryk University

Efficiency of e-learning in an information literacy course for medical students at the Masaryk University

Development and validation of an Information Literacy Self-Efficacy Scale for medical students

The “Information Literacy Self-efficacy Scale” and the Medical Curriculum at Ghent University

Contact Info

Product

Resources

About