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Med Ref Serv Q. 2018 Apr-Jun;37(2):198-206. doi: 10.1080/02763869.2018.1439225.

Integrating Information Literacy and Evidence-Based Medicine Content within a New School of Medicine Curriculum: Process and Outcome.

Author information

1
a Health Sciences Library, UNLV Libraries , Las Vegas , Nevada , USA.

Abstract

This column describes a process for integrating information literacy (IL) and evidence-based medicine (EBM) content within a new school of medicine curriculum. The project was a collaborative effort among health sciences librarians, curriculum deans, directors, and faculty. The health sciences librarians became members of the curriculum committees, developed a successful proposal for IL and EBM content within the curriculum, and were invited to become course instructors for Analytics in Medicine. As course instructors, the librarians worked with the other faculty instructors to design and deliver active learning class sessions based on a flipped classroom approach using a proprietary Information Mastery curriculum. Results of this collaboration may add to the knowledge base of attitudes and skills needed to practice as full faculty partners in curricular design and instruction.

KEYWORDS:

Academic health sciences libraries; collaboration; curriculum; evidence-based medicine; information literacy; undergraduate medical education

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