Faculty and Librarians' Partnership: Designing a New Framework to Develop Information Fluent Future Doctors

Bendriss, Rachid; Saliba, Reya; Birch, Sally

doi:10.1016/j.acalib.2015.09.003

Cited by 16 publications

(17 citation statements)

References 15 publications

(10 reference statements)

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“…Faculty support is essential for librarians to teach in‐class and allocate time to IL instruction in the weekly timetable. A percentage of the overall grades may also be earmarked for the IL assignments to maintain students’ commitment (Bendriss, Saliba & Bich, ). Librarians and medical faculty can learn from each other as librarian–faculty collaboration will improve the curriculum development, teaching and assessment competencies of librarians and it will also enhance the IL skills of medical faculty members.…”

Section: Discussionmentioning

confidence: 99%

Teaching information literacy skills to medical students: perceptions of health sciences librarians

Ullah

Ameen²

2019

Health Info Libraries J

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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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Section: Discussionmentioning

confidence: 99%

Teaching information literacy skills to medical students: perceptions of health sciences librarians

Ullah

Ameen²

2019

Health Info Libraries J

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“…In an article documenting the process of integrating IL into the EAP curriculum at WCM-Q, Bendriss et al (2015) described how "weekly classroom time was secured as part of the ESL course as well as a percentage of the overall grade was reserved for the IL assessments to maintain student engagement" (p. 827). The Foundation students acquired the skills in IL that were useful in their EAP writing and transferable to their science courses as well as the Global Health Seminar (Bendriss et al, 2015).…”

Section: English For Academic Purposes Coursementioning

confidence: 99%

Promoting Information Literacy of Pre-Medical Students through Project-Based Learning: A Pilot Study

Saliba

Mussleman

Fernandes

et al. 2017

IJELS

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This study describes the implementation of information literacy (IL) skills through the use of the project-based learning (PjBL) method in an English for Academic Purposes (EAP) course. Participants were Arabic speaking students enrolled in the Foundation Program that prepared them for the pre-medical curriculum in a U.S. medical college in the State of Qatar. A mixed methods approach consisting of a survey, three focus groups, and instructors' observations was used to gather the needed data. The results showed a significant increase in students' advanced research skills. This study emphasizes the benefit of using the PjBL method to develop students' IL skills. It also reinforces the vital role of faculty-librarian partnership in designing learning activities that engage students, foster their critical thinking, and develop their metacognitive skills.

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“…The gender of students was identified in 13 studies with 1361 women and 736 men participating. Five studies reported information about the age range of participants: 17-19 years (* Bendriss et al, 2015), 18+ years (* Henslee et al, 2015), > 24 years (97% of the sample; * Morgan andHart, 2013), 18-42 years (*Schuetze, 2004), and < 20 (43.3%), 20-24 (32.2%), and > 24 (24.5%) years (* Smedley et al, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…Three of the reviewed articles studied the effectiveness of blended approaches to promote academic integrity (Table 3). Bendriss et al (2015) examined an intervention aimed to enhance students' research skills. In this study, students completed four or eight online information literacy modules that included readings, videos, assignments, and quizzes before attending nine weekly face-to-face sessions with a librarian.…”

Section: Blended Instructionmentioning

confidence: 99%

Effectiveness of tutorials for promoting educational integrity: a synthesis paper

Stoesz

Yudintseva

2018

Int J Educ Integr

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The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 80% in populations of high school and post-secondary students. Various educational interventions have been developed and implemented in an effort to educate students about academic integrity and to prevent academic misconduct. We reviewed the peer-reviewed research literature describing face-to-face workshops, elearning tutorials, or blended approaches for promoting academic integrity and the effectiveness of these approaches. In general, the educational interventions were described as effective in terms of satisfaction with the intervention, and changes in students' attitudes and knowledge of academic integrity. Few studies provided evidence that the educational interventions changed student behaviour or outcomes outside the context of the intervention. Future research should explore how participation in educational interventions to promote academic integrity are linked to long-term student outcomes, such as graduate school admission, alumni career success, service to society, and personal stability.

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Faculty and Librarians' Partnership: Designing a New Framework to Develop Information Fluent Future Doctors

Cited by 16 publications

References 15 publications

Teaching information literacy skills to medical students: perceptions of health sciences librarians

Teaching information literacy skills to medical students: perceptions of health sciences librarians

Promoting Information Literacy of Pre-Medical Students through Project-Based Learning: A Pilot Study

Effectiveness of tutorials for promoting educational integrity: a synthesis paper

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