Reaching and teaching new medical students.

Area of Science:

• Medical Education
• Library Science
• Information Literacy

Background:

• Medical students require effective library resource training for problem-based learning (PBL).
• Traditional library orientations are often brief and ineffective for engaging students who believe they already possess library skills.
• Introducing new medical students to library services and resources within a limited timeframe presents a significant challenge.

Purpose of the Study:

• To develop and evaluate a collaborative, student-centered, active learning approach for introducing medical students to library resources.
• To enhance students' understanding of how print and digital resources support the problem-based learning (PBL) curriculum.
• To foster critical evaluation of library resources' appropriateness for specific PBL cases.

Main Methods:

• Implemented a 45-minute active learning session for 150 new medical students in an instructional microcomputing facility.
• Utilized classroom control software for live demonstrations and a "talk show" atmosphere with student participation.
• Students critically reviewed specific library resources for their PBL case, reporting findings to the group.

Main Results:

• The active learning approach successfully introduced students to library resources and reinforced the library's role in PBL.
• Students reported enjoyment and a clear understanding of resource usefulness, with increased utilization of library services.
• The collaborative, student-centered method fostered a partnership between librarians and students in the learning process.

Conclusions:

• The developed active learning strategy is an effective and engaging method for introducing medical students to library resources.
• The approach successfully addressed student perceptions of prior knowledge and the time constraints of orientation.
• This innovative method enhances information literacy skills crucial for medical education and lifelong learning.