Informatics is much more than the study of technology. The information skills that librarians bring to the table enrich and broaden the study of informatics in addition to adding value to the library profession itself.

This study describes the new blended learning methodology implemented in a Drug Literature Evaluation course for pharmacy students that involves combined use of online tutorials and in-class group exercises. Assignment grades earned by 909 students enrolled in the course before and after the new methods were implemented (2008-2010) were studied to measure student performance. Course evaluations were analyzed in order to ascertain students' perceptions. The hybrid approach used to deliver the course content allowed students to perform at the same level as traditional didactic teaching. Students' evaluations reported a positive educational experience and favorable perceptions of the new course design.

Objective : To determine the impact of the teaching collaboration between faculty and librarians in instructing pharmacy students on herbal medicines. Methods : An elective course with an integrated library instruction component is described. Qualitative data on students' perceptions of library instruction were collected and analysed as the result of pre-and post-surveys. Results : Based on the results of pre-test and post-test surveys, the number of students who felt they were able to select the best print and electronic resources for finding herbal information increased to 100% from 50 and 60 correspondingly. This indicated a significant change in students' perceived knowledge of information sources in the field of herbal medicine, as well as overall progress in information literacy and problem-solving skills. Conclusion : Team teaching by faculty librarians is an effective way of educating future pharmacists on the information resources in the field of complementary and alternative therapies.

Pharmacy schools across the United States expose students to literature searching and evaluation mostly during required didactic drug information courses. The majority of Doctor of Pharmacy (PharmD) students do not utilize library-available electronic resources on a regular basis, and their didactic experience alone is not sufficient to make them successful in their advanced experiential drug information (DI) rotations. This pilot study demonstrates an improvement of students' perceptions regarding information searching and evaluating abilities as the result of their participation in a small group tutorial with a reference librarian, thus indicating effectiveness of the tutorial in refreshing and enhancing database knowledge skills.

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