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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.

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|May 1, 2015
PubMed
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.

Keywords:
Allied health studentscollaboratione-learninginformation literacy

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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.