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Library tutorials in an allied health evidence-based practice class
Toni Hoberecht1, Ken Randall, April J Schweikhard
1a Schusterman Library , University of Oklahoma-Tulsa , Tulsa , Oklahoma , USA.
Medical Reference Services Quarterly
|May 1, 2015
Summary
Academic librarians and Allied Health faculty collaborated to enhance student information literacy skills in evidence-based practice courses. This partnership improved students' ability to find and use research effectively.
Area of Science:
- Health Sciences Education
- Information Literacy Instruction
Background:
- Evidence-based practice (EBP) is crucial for Allied Health professionals.
- Information literacy skills are fundamental to EBP.
- Integrating library instruction into EBP courses can enhance student learning.
Purpose of the Study:
- To describe a collaborative model between Allied Health faculty and academic librarians.
- To detail the implementation of information literacy instruction within an EBP course.
- To assess initial student outcomes and plan for future rigorous evaluation.
Main Methods:
- Informal discussions between librarians and faculty initiated the collaboration.
- Joint development and delivery of information literacy modules.
- Observation of student engagement and preliminary outcome assessment.
Main Results:
- Successful implementation of a collaborative information literacy program.
- Positive initial impressions regarding student understanding and application of research skills.
- Identification of areas for refinement and future research.
Conclusions:
- Collaborative efforts between librarians and faculty can effectively enhance student information literacy.
- This model provides a framework for integrating library instruction into health sciences curricula.
- Further research is warranted to quantify the impact on student EBP competency.
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