scholarly journals Information literacy in Health Sciences. A view from the Spanish universities

2004 ◽  
Vol 27 (2) ◽  
Author(s):  
Eva Ortoll Espinet
Keyword(s):  
Information Literacy ◽  
Health Sciences ◽  
Spanish Universities

Information literacy in social sciences and health sciences: a bibliometric study (1974–2011)

2012 ◽  
Vol 95 (3) ◽  
pp. 1071-1094 ◽  
Author(s):  
María Pinto ◽  
María Isabel Escalona-Fernández ◽  
Antonio Pulgarín
Keyword(s):  
Social Sciences ◽  
Information Literacy ◽  
Health Sciences ◽  
Bibliometric Study

scholarly journals Framing Health Care Instruction: An Information Literacy Handbook for the Health Sciences

2020 ◽  
Vol 108 (3) ◽  
pp. 513
Author(s):  
Rebecca C. Hedreen
Keyword(s):  
Health Care ◽  
Information Literacy ◽  
Health Sciences ◽  
Health Sciences Education

This book contains everything explanations of the ACRL Framework, how it fits into health care and health sciences education, and lots of examples that are ready to be used or modified.

scholarly journals Integrating information literacy in health sciences curricula: a case study from Québec

2013 ◽  
Vol 30 (3) ◽  
pp. 201-211 ◽  
Author(s):  
Natalie Clairoux ◽  
Sylvie Desbiens ◽  
Monique Clar ◽  
Patrice Dupont ◽  
Monique St-Jean
Keyword(s):  
Information Literacy ◽  
Health Sciences

scholarly journals Norming a VALUE rubric to assess graduate information literacy skills

2016 ◽  
Vol 104 (3) ◽  
Author(s):  
David J. Turbow ◽  
Julie Evener, MLIS
Keyword(s):  
Case Report ◽  
Peer Review ◽  
Information Literacy ◽  
Review Essay ◽  
Health Sciences ◽  
Literacy Skills ◽  
Patient Case ◽  
Rater Reliability ◽  
Student Work ◽  
Information Literacy Skills

Objective: The study evaluated whether a modified version of the information literacy Valid Assessment of Learning in Undergraduate Education (VALUE) rubric would be useful for assessing the information literacy skills of graduate health sciences students.Methods: Through facilitated calibration workshops, an interdepartmental six-person team of librarians and faculty engaged in guided discussion about the meaning of the rubric criteria. They applied the rubric to score student work for a peer-review essay assignment in the ‘‘Information Literacy for Evidence-Based Practice’’ course. To determine inter-rater reliability, the raters participated in a follow-up exercise in which they independently applied the rubric to ten samples of work from a research project in the doctor of physical therapy program: the patient case report assignment.Results: For the peer-review essay, a high level of consistency in scoring was achieved for the second workshop, with statistically significant intra-class correlation coefficients above 0.8 for 3 criteria: ‘‘Determine the extent of evidence needed,’’ ‘‘Use evidence effectively to accomplish a specific purpose,’’ and ‘‘Access the needed evidence.’’ Participants concurred that the essay prompt and rubric criteria adequately discriminated the quality of student work for the peer-review essay assignment. When raters independently scored the patient case report assignment, inter-rater agreement was low and statistically insignificant for all rubric criteria (kappa¼[1]0.16, p.0.05–kappa¼0.12, p.0.05).Conclusions: While the peer-review essay assignment lent itself well to rubric calibration, scorers had a difficult time with the patient case report. Lack of familiarity among some raters with the specifics of the patient case report assignment and subject matter might have accounted for low inter-rater reliability. When norming, it is important to hold conversations about search strategies and expectations of performance. Overall, the authors found the rubric to be appropriate for assessing information literacy skills of graduate health sciences students.

scholarly journals Training in drug-addiction within the doctorate curriculum in Health Science / La formación en materia de drogodependencias en los programas de tercer ciclo en ciencias de la salud

2006 ◽  
Vol 6 (2) ◽  
Author(s):  
Daniel Lloret ◽  
Mónica Gázquez Pertusa ◽  
José A. García del Castillo
Keyword(s):  
Detailed Analysis ◽  
Geographical Distribution ◽  
Drug Addiction ◽  
Health Sciences ◽  
Health Science ◽  
Autonomous Communities ◽  
Doctoral Thesis ◽  
Spanish Universities ◽  
Doctorate Programs

Los autores analizan y describen la formación en drogodependenciasen los actuales programas de doctorado adscritos a las facultades deCiencias de la Salud de las universidades españolas. Para ello se han revisado 400 planes de estudio correspondientes a los programas de doctorado ofertados por departamentos de Ciencias de la salud, entre los que se han identificado 51programas que incluyen asignaturas con créditos en materia de drogodependencias. El análisis pormenorizado de estas asignaturas informa que la carga docente en drogodependencias recae principalmente sobre el periodo investigador (57%), con trabajos de investigación tutelados. Se considera la distribución por Comunidades Autónomas y la media de créditos por asignatura, entre otras variables. También se revisan las tesis doctorales defendidas entre los años 2000-2003.  Abstract This paper analyzes and describes the formation in drug-addiction inthe current doctorate programs offered by the Health Sciences Faculties of Spanish universities. 400 curriculum corresponding to the doctorate programs offered by departments of Health Sciences have been checked, among which 51 curriculum have been identified for including subjects devoted to drug-addiction.A detailed analysis of these subjects informs that the educationalweight on drug-addiction is principally balanced on the investigativeperiod (57 %), with guided researches. Geographical distribution by Autonomous Communities and credit average by subject is also considered among other variables. Also the doctoral thesis between the years 2000-2003 are checked.

scholarly journals Applying an information literacy rubric to first-year health sciences student research posters

2018 ◽  
Vol 106 (1) ◽  
Author(s):  
Xan Goodman ◽  
John Watts ◽  
Rogelio Arenas ◽  
Rachelle Weigel ◽  
Tony Terrell
Keyword(s):  
Information Literacy ◽  
American Psychological Association ◽  
Health Sciences ◽  
First Year ◽  
Student Research ◽  
American Psychological ◽  
Health Sciences Students

Objective: This article describes the collection and analysis of annotated bibliographies created by first-year health sciences students to support their final poster projects. The authors examined the students’ abilities to select relevant and authoritative sources, summarize the content of those sources, and correctly cite those sources.Methods: We collected images of 1,253 posters, of which 120 were sampled for analysis, and scored the posters using a 4-point rubric to evaluate students’ information literacy skills.Results: We found that 52% of students were proficient at selecting relevant sources that directly contributed to the theme, topic, or debate presented in their final poster projects, and 64% of students did well with selecting authoritative peer-reviewed scholarly sources related to their topic. However, 45% of students showed difficulty in correctly applying American Psychological Association (APA) citation style.Conclusion: Our findings demonstrate a need for instructors and librarians to provide strategies for reading and comprehending scholarly articles in addition to properly using APA citation style.

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