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Teaching information literacy skills to medical students: perceptions of health sciences librarians
1Central Library, National University of Sciences and Technology (NUST), Islamabad, Pakistan.
Background:
This paper is the second part of a two phase, sequential mixed method study.
Objectives:
To get the views of medical librarians in Pakistan regarding information literacy (IL) skills of medical students and how to teach them IL skills.
Methods:
Structured interviews were conducted with 20 medical librarians in Pakistan. We audio recorded, transcribed all the interviews and performed content analysis and coding of the textual data. We presented the emerging themes with the frequency of their appearance.
Results:
Interviewees agreed that the IL skills of their students were inadequate. Participants suggested that librarians should train students through mandatory IL instruction programmes, designed in coordination with medical faculty. However, workshops/seminars were considered the most effective IL delivery methods for medical faculty and clinicians. The majority of respondents supported the integration of IL instruction into the curriculum as an independent and credit course.
Discussion:
Teaching IL skills to medical students requires proper planning. Therefore, librarians have to prove their place within the curricular structure of the institution and develop understanding of the pedagogy of instruction.
Conclusion:
Librarians must collaborate with faculty to train students in advanced information skills. There is a need to integrate IL instruction into the curriculum at all levels.
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