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首页> 外文OA文献 >Attitudes of teaching staff at the Faculty of Health Sciences, University of the Witwatersrand towards embedding evidence-based information literacy skills programmes into the graduate entry medical programme 1 and 2 curriculum.
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Attitudes of teaching staff at the Faculty of Health Sciences, University of the Witwatersrand towards embedding evidence-based information literacy skills programmes into the graduate entry medical programme 1 and 2 curriculum.

机译：威特沃特斯兰德大学卫生科学学院的教职员工对将基于证据的信息素养技能计划嵌入研究生入学医学课程1和2的课程的态度。

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摘要

Information literacy (IL) is recognized as the overall critical literacy for the 21st Century. Although large amounts of digital information are available, there is concern within higher education that students lack the competencies to assess and analyse sources in terms of relevance to their courses. Information literacy skills are of critical importance in teaching medical students to engage with evidence-based medicine (EBM), often within a problem-based learning (PBL) curriculum. Information practices that underpin academic and professional life should be embedded into the learning experience of the subject, and not taught extraneously in isolated silos. Attitudes of teaching staff at the Faculty of Health Sciences, University of the Witwatersrand towards embedding evidence-based information literacy skills into the Graduate Entry Medical Programme 1 and 2 curriculum were examined. Existing integration of IL skills into the curriculum was shown to be limited, and not as high as perceived by educators. Five barriers against the integration of IL skills, and six opportunities for embedding information literacy, were identified in the curriculum. Awareness of evidence-based practice was found to be high, and collaborative teaching of IL skills with librarians was accepted by a large majority of educators. Dynamic Purposeful Learning (DPL) was proposed as a constructivist framework into which collaborative teaching of IL skills could be placed. DPL draws on active and collaborative learning, as well as cognitive scaffolding and apprenticeship, and is suited to PBL in the context of medical education.
机译：信息素养（IL）被公认为21世纪的整体批判素养。尽管可以获取大量的数字信息，但在高等教育中，人们担心学生缺乏根据课程的相关性来评估和分析资源的能力。信息素养技能对于教医学生如何参与循证医学（EBM）至关重要，而这通常是在基于问题的学习（PBL）课程中进行的。支撑学术和职业生活的信息实践应嵌入该主题的学习体验中，而不应在孤立的孤岛中进行不必要的教导。威特沃特斯兰德大学卫生科学学院的教职员工对将基于证据的信息素养技能纳入“研究生入学医学计划1”和“ 2”课程的态度进行了调查。现有的将IL技能整合到课程中的显示是有限的，并且没有教育者所认为的那么高。在课程中确定了阻碍IL技能整合的五个障碍，以及嵌入信息素养的六个机会。人们发现，以证据为基础的做法的意识很高，与大多数图书馆员一起接受了与图书馆员的IL技能协作教学。动态目的学习（DPL）被提出作为一种建构主义的框架，可以将IL技能的协作式教学置于其中。 DPL利用主动和协作学习以及认知支架和学徒制，适合在医学教育背景下使用PBL。

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    Myers Glenda Avrylle;

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  • 年度 2012
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