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Characteristics of services and educational programs in libraries serving problem-based curricula: a group self-study
1Medical Library Mercer University School of Medicine, Macon, Georgia 31207.
Bulletin of the Medical Library Association
|July 1, 1993
Summary
Librarians serving problem-based learning (PBL) curricula identified key services and roles. Their self-study highlights how libraries facilitate PBL through tailored education, resource access, and librarian integration into the curriculum.
Area of Science:
- Library and Information Science
- Educational Technology
- Curriculum Development
Background:
- Librarians from institutions with formal problem-based learning (PBL) curricula began meeting in 1989.
- The group aimed to identify commonalities in libraries supporting PBL.
Purpose of the Study:
- To delineate library services in institutions with PBL curricula.
- To identify mechanisms enabling libraries to directly support PBL.
Main Methods:
- A self-study was conducted in 1991.
- Data collection focused on library services, collection and library access, and PBL facilitation.
Main Results:
- Key facilitators for PBL include on-demand user education, end-user literature searching, and electronic mail.
- Both formal and informal library instruction methods were described.
- Structured and unstructured student access to PBL resources, including bibliographies and reserve collections, was identified.
- Librarians serve in diverse roles: service providers, resource persons, faculty, tutors, and facilitators.
Conclusions:
- Libraries play a crucial role in supporting problem-based learning curricula.
- The integration of librarians into various aspects of the PBL curriculum is essential for its success.