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Health Literacy

Health Literacy

Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative programs,...

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Introducing information literacy into anesthesia curricula.

Lisa Demczuk¹, Tania Gottschalk, Judith Littleford

¹Health Sciences Libraries, University of Manitoba, Brodie Centre, 200 Level, 727 McDermot Avenue, Winnipeg, MB, R3E 3P5, Canada.

Canadian Journal of Anaesthesia = Journal Canadien D'Anesthesie

|February 28, 2009

Summary

This study developed information literacy (IL) training modules for health professions, enhancing lifelong learning and competency-based education. The curriculum is adaptable for various medical specialties and healthcare professions.

Related Experiment Videos

Area of Science:

Health Professions Education
Medical Librarianship
Information Science

Background:

Information literacy (IL) is crucial for competency-based education in health professions.
Effective IL skills support lifelong learning and evidence-based practice.

Purpose of the Study:

To examine the importance of IL in health professions education.
To describe the development and integration of IL training into an anesthesia curriculum.
To create a flexible IL curriculum for healthcare professionals.

Main Methods:

Developed nine IL modules aligned with Association of College and Research Libraries (ACRL) standards and CanMEDS competencies.
Integrated self-study, group projects, and librarian-led, computer-based training.
Evaluated IL competency using anesthesia practice-relevant examples.

Main Results:

Nine IL modules were created, focusing on modern tools for medical literature retrieval, evaluation, and application.
Training sessions combine self-study, group work, and librarian-led instruction.
The developed curriculum is adaptable for medical specialties and general healthcare professions.

Conclusions:

An information literacy program has been successfully created and integrated into a health professions curriculum.
The program directly addresses expectations for competent practice, education, and lifelong learning.
The curriculum serves as a model for curriculum-integrated IL in the health professions.