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Learning centred approach for developing the electronic information search processes of students.

机译：以学习为中心的方法，用于开发学生的电子信息搜索过程。

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BACKGROUND: Undergraduate students of the twenty-first century are widely regarded as 'technologically savvy' and have embraced the electronic information world. The literature, however, describes undergraduate students as using a limited range of electronic information sources and not critically evaluating the information they retrieve from internet searches. AIMS: The aim was to evaluate a purposefully designed intervention that sought to expand the information search and evaluation practices of undergraduate students. The intervention scaffolded an independent learning activity in the form of a group-based project. METHODS: Survey methodology was used to collect data from student pre- and post-intervention for two cohorts of students who undertook the intervention in 2005 and 2006 involving a total of 71 students. Percentages were used to describe survey findings and chi-square analysis and Fisher's exact test examined differences between groups. RESULTS: Questionnaires were completed by 59 students (response rate 83%) pre-intervention and 49 students (response rate 69%) post-intervention. Post-intervention there were positive and statistically significant differences in database searching behaviour (p = 0.000), use of Google Scholar (p = 0.035) and number of criteria used to evaluate information retrieved from the internet (p = 0.000) by students. CONCLUSION: By positively reshaping the electronic information search and evaluation practices of students we are helping students to find informed information sources as they engage in independent learning activities at university and as future health professionals.
机译：背景：二十一世纪的大学生被广泛认为是“精通技术”，并且已经拥抱了电子信息世界。然而，文献描述的是大学生在使用有限范围的电子信息资源，而不是严格评估他们从互联网搜索中检索到的信息。目的：目的是评估有目的设计的干预措施，以扩大本科生的信息搜索和评估实践。干预以基于小组的项目的形式支撑了独立学习活动。方法：采用调查方法从干预前和干预后的两组学生中收集数据，这些人群在2005年和2006年进行了干预，涉及71名学生。百分比用于描述调查结果和卡方分析，费舍尔的精确检验检查了组之间的差异。结果：干预前有59名学生（回答率为83％）和49名学生（回答率为69％）完成了问卷调查。干预后，数据库搜索行为（p = 0.000），使用Google Scholar（p = 0.035）以及用于评估学生从互联网检索到的信息的标准数量（p = 0.000）有积极的和统计上的显着差异。结论：通过积极改变学生的电子信息搜索和评估方式，我们正在帮助学生在大学和未来的卫生专业人员中从事独立学习活动，从而找到知情的信息资源。

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