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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dc.contributor.author Myers, Glenda Avrylle
dc.date.accessioned 2012-06-19T10:12:01Z
dc.date.available 2012-06-19T10:12:01Z
dc.date.issued 2012-06-19
dc.identifier.uri http://hdl.handle.net/10539/11547
dc.description.abstract 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. en_ZA
dc.language.iso en en_ZA
dc.subject Information literacy en_ZA
dc.subject Teaching staff en_ZA
dc.subject Evidence-based medicine en_ZA
dc.title 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. en_ZA
dc.type Thesis en_ZA


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