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Paper Abstract:
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This randomized, blinded study addresses how the training used to deliver information literacy skills instruction impacts on students' information-retrieval skills, information usage patterns, and attitudes regarding the training experience, library, and other variables. First-year medical students (N = 128) enrolled in a problem-based learning (PBL) course were randomly assigned to participate in information-retrieval skills training in one of two experimental groups. The control group (n = 63) participated in traditional, instructor-lead training; while the intervention group (n = 65) participated in identical instruction via a Web-based distance learning (WBDL) tutorial. Data was gathered from multiple sources including a) pre- and post-training surveys, skills self-assessments, and written skills tests; b) the evaluation of students MEDLINE literature searches; and c) a follow-up survey measuring students use of resources in support of course-related activities. MEDLINE literature search assignments directly linked to the course were electronically captured, blinded, and independently evaluated by three professional searches, allowing for a comprehensive analysis of students literature searching skills. Data analyses showed no statistically significant differences between the information skills of intervention and control group participants (P = 0.065), leading the researcher to conclude that e-learning is an effective methodology for information skills training, comparing favorably to traditional classroom instruction. Study results provide a picture of students MEDLINE searching skills, information usage patterns and behaviors, and attitudes regarding library and information services and resources. |
