A Model for Assessing Information Retrieval and Application Skills of Medical Students

Berner, Eta S.; McGowan, Julie J.; Hardin, J M; Spooner, S. Andrew; Raszka, William V.; Berkow, Roger L.

doi:10.1097/00001888-200206000-00014

Cited by 14 publications

(10 citation statements)

References 6 publications

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“…The next question is: how can instruction support foster students to become more proficient in information problem solving? There are general instructional methods that focus on information problem solving with (electronic) library systems (e.g., Berner, McGowan, Hardin, Spooner, Raszka Jr. & Berkow, 2002;Eskola, 2005;Larkin & Pines, 2004;Todd, 1995;Wallace, Shorten & Crookes, 2000). The focus of these methods was mostly on the constituent skill search information, target groups were mostly children or adults.…”

Section: Instructional Solutionsmentioning

confidence: 99%

Information-problem solving: A review of problems students encounter and instructional solutions

Walraven

Brand‐Gruwel

Boshuizen

2008

Computers in Human Behavior

169

118

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Searching and processing information is a complex cognitive process that requires students to identify information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources.This process is called information-problem solving (IPS). IPS can be characterized as a complex cognitive skill, which may need direct instruction to reach high levels of performance. However, IPS has been given little attention in schools, and instruction in this skill is rarely embedded in curricula. And yet, by giving students assignments in which students have to solve an information-based problem, teachers assume that their pupils have developed this skill naturally.A literature study was done to determine what kinds of problems students experience when solving information problems using the WWW for searching information, and what kind of instructional support can help to solve these problems. Results show that children, teenagers and adults have trouble with specifying search terms, judging search results and judging source and information. Regulating the search process is also problematic. Instruction designed specifically for IPS using the WWW for searching information is rare but indeed addresses the problematic skills. However, there are differences between various methods and it is unclear which method is most effective for specific age groups. Information Problem Solving 3 Information Problem Solving: A Review of Problems Students Encounter and Instructional SolutionsOur current society is an information society. Recent technological developments such as mobile communication, GPS, and the Internet provide us with large bodies of information every day. It is up to us to decide what to do with all this information. One could decide to ignore it altogether, but this will almost certainly result in alienation from society. A more fruitful approach might be to regularly gain access to new information. This approach requires people to identify their information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources into cogent, productive uses (Bawden, 2001;Eisenberg & Berkowitz, 1990, 1992Marchionini, 1999;Moore, 1995Moore, , 1997Shapiro & Hughes, 1996;Spitzer, 2000). Together these activities constitute a process that we refer to as InformationProblem Solving (IPS).IPS is not only important in everyday life, but also in education. In the last decade educational systems have undergone changes. Instead of a system aiming at the reproduction of knowledge, new learning is aiming at learning outcomes that are durable, flexible, functional, meaningful, and applicable. Active pedagogical methods, in which students learn by doing instead of listening and in which the teacher has a guiding role, fit this new learning (Simons, Van der Linden, & Duffy, 2000). Students are given assignments, such as writing an essay on Tibet, that ...

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Section: Instructional Solutionsmentioning

confidence: 99%

Information-problem solving: A review of problems students encounter and instructional solutions

Walraven

Brand‐Gruwel

Boshuizen

2008

Computers in Human Behavior

169

118

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“…Such efforts might help students find relevant evidence (Wang, 2006), but might not improve their argumentation (cf. Berner et al, 2002) if teachers fail to focus on all aspects of it, namely, how to use logic to explain the evidence. We wondered whether teachers can improve argumentative skills with information literacy activities that focus on all aspects of argumentation.…”

Section: University Of Toronto At Scarboroughmentioning

confidence: 99%

“…Therefore, we proposed that teaching students to explore how a library database works in a guided manner should also teach them strategies of inquiry, which in turn should also improve their argumentation. This line of reasoning explains why efforts to teach students how a database works without teaching them how to experiment with it do not improve skills of inquiry (Berner et al, 2002), whereas those that incorporate experimentation do (Maor, 1991).…”

Section: University Of Toronto At Scarboroughmentioning

confidence: 99%

Guided Experimentation with Databases Improves Argumentative Writing

Radhakrishnan

Lam

Tamura

2010

Teaching of Psychology

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The guided experimentation method requires that students learn how a database works by generating and testing hypotheses about it (i.e., become skilled at strategies of experimentation). These strategies are essential to learning by inquiry, which is linked to argumentation. We conducted a quasi-experimental field study to show that students who experimented with a library database in a structured manner (n = 60) wrote better argumentative papers than those who did not (n = 29). Future research should examine whether those who approach a task with the aim of learning it benefit more from opportunities to learn from experimentation with it.

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“…It remains to be determined empirically if there is a correlation between high quality/accuracy and good medical outcomes on the one hand, and low quality/accuracy and poor outcomes on the other. There is some evidence that health professions students, who presumably have more knowledge than the ordinary patient, without instruction on quality filtering are not always adept at filtering the information on websites for consumers (20). It is reasonable to insist at the very least on the following criteria for evaluating Web-based consumer health information:…”

Section: Accuracy Timeliness and Presentationmentioning

confidence: 99%

Consumer Health Informatics: Ethics, Evaluation and Standards

2005

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This article discusses the ethical issues involved in consumer health informatics -specifically those issues surrounding the provision of medical information for patients on the World Wide Web. The discussion includes concerns and suggestions relating to: quality control and error avoidance, Internet governance and Web site responsibility, and intellectual property and control. These issues are argued to be of exceptional importance in the developing world, including Latin America and the Caribbean.

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A Model for Assessing Information Retrieval and Application Skills of Medical Students

Abstract: The prototype stations showed predictable differences across curricula, indicating that they have promise as assessment tools for the essential skills of information retrieval and application.

Cited by 14 publications

References 6 publications

Information-problem solving: A review of problems students encounter and instructional solutions

Information-problem solving: A review of problems students encounter and instructional solutions

Guided Experimentation with Databases Improves Argumentative Writing

Consumer Health Informatics: Ethics, Evaluation and Standards

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