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Medical Information Literacy Q-Bank: A Collaborative and Developing Project.
Lori Fitterling1, Diane Garber2, Erin Palazzolo3
1a Kansas City University of Medicine and Biosciences , Kansas City , Missouri , USA.
Medical Reference Services Quarterly
|February 7, 2019
Summary
Medical librarians are increasingly teaching medical informatics and information literacy courses. A survey explored current teaching practices and interest in a shared question bank for assessing these essential medical skills.
Area of Science:
- Medical Librarianship
- Health Sciences Education
- Medical Informatics
Background:
- Medical informatics and information literacy are now core competencies.
- Medical librarians are tasked with teaching these skills, necessitating formal assessment.
- Existing teaching practices and assessment methods require investigation.
Purpose of the Study:
- To determine the extent of formalized medical informatics and information literacy course instruction by medical librarians.
- To ascertain the number of librarians creating formal test questions for these subjects.
- To gauge interest in developing a collaborative question bank for medical library assessment.
Main Methods:
- A survey was distributed to osteopathic medical libraries.
- The survey collected data on course instruction, test question development, and interest in a shared resource.
- Data was gathered from librarians across three osteopathic universities.
Main Results:
- The survey identified librarians actively teaching medical informatics and information literacy.
- It quantified the creation of formal test questions related to these competencies.
- Interest levels in a shared question bank were assessed.
Conclusions:
- Medical librarians are integral to teaching essential informatics and literacy skills.
- Formal assessment methods are being implemented, but standardization may be lacking.
- A shared question bank could enhance assessment consistency and efficiency for medical libraries.
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