Integration of Information Literacy into a Revised Medical School Curriculum

The Keck School of Medicine of the University of Southern California's newly revised Year I-II curriculum integrates information literacy components based on the AAMC's medical informatics objectives throughout the two-year continuum. Students are required to participate in various compone...

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Bibliographic Details
Published in:Medical reference services quarterly 2003-06, Vol.22 (3), p.63-74
Main Authors: Brown, Janis F., Nelson, Janet L.
Format: Article
Language:English
Subjects:
California
Computer Literacy
Computer User Training
Cooperation
Curricula
Curriculum
Education, Medical, Undergraduate - organization & administration
Evidence based medicine
Evidence-Based Medicine - education
Faculty
Health administration
Humans
Information literacy
Integration
Keck School of Medicine
Librarians
Libraries, Medical - organization & administration
library instruction
medical informatics
Medical Informatics - education
medical school curriculum
Medical school libraries
Medicine
Mentors
Schools, Medical
Southern California University
United States
Universities
USA
User training
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Summary:The Keck School of Medicine of the University of Southern California's newly revised Year I-II curriculum integrates information literacy components based on the AAMC's medical informatics objectives throughout the two-year continuum. Students are required to participate in various components taught by librarians from the Norris Medical Library including (1) an information skills workshop, (2) a yearlong literature search project, and (3) an evidence-based medicine resources workshop. Critical appraisal of literature also is included in the curriculum to ensure that the students are familiar with the various research study designs. Librarians also provide resources to assist students in researching learning issues related to cases presented in the curriculum. To encourage the faculty mentors to serve as good models of information users, librarians offer brief training sessions on information resources to faculty.
ISSN:0276-3869
1540-9597
DOI:10.1300/J115v22n03_07