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Implementing an interprofessional information literacy course: impact on student abilities and attitudes
Marcia E Rapchak1, David A Nolfi2, Melanie T Turk3
1School of Computing and Information, University of Pittsburgh, Pittsburgh, PA.
Journal of the Medical Library Association : JMLA
|October 2, 2018
Summary
This study shows that an interprofessional information literacy course improved health profession students' ability to understand research and connect evidence-based practice questions to their fields. Student attitudes toward interprofessional learning did not significantly change.
Area of Science:
- Health Professions Education
- Information Literacy
- Interprofessional Education
Background:
- Information literacy is crucial for healthcare professionals to engage with evidence-based practice.
- Interprofessional education (IPE) prepares students for collaborative healthcare environments.
- Developing research appraisal skills early in professional training is essential.
Purpose of the Study:
- To evaluate the impact of an interprofessional, freshman-level information literacy course on nursing, pharmacy, and allied health students.
- To assess student achievement of learning objectives related to interprofessional attitudes, research study identification, and evidence-based practice question formulation.
- To determine changes in students' attitudes toward interprofessional learning.
Main Methods:
- Student posters were analyzed to assess the identification of evidence type, population, intervention, and primary outcomes of cited studies.
- Posters were evaluated for the ability to identify foreground questions and link them to specific disciplines.
- The Readiness for Interprofessional Learning Scale (RIPLS) was administered pre- and post-course to measure attitude changes.
Main Results:
- The majority of students successfully identified evidence-based practice questions (83.8%) and linked them to their disciplines (65.4%).
- Students demonstrated proficiency in identifying study components: evidence type (70.0%), population (81.8%), intervention (76.0%), and primary outcome (74.0%).
- No significant changes were observed in student attitudes toward interprofessional learning post-course.
Conclusions:
- Interprofessional information literacy education provides a positive learning experience for early-career health students.
- The course enhanced students' foundational understanding of healthcare research.
- This education prepares students for future interprofessional collaboration and coursework.
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