Information mastery skills among pre-clerkship students in a problem-based learning curriculum: a case report.

Saved in:

Bibliographic Details
Title:	Information mastery skills among pre-clerkship students in a problem-based learning curriculum: a case report.
Authors:	Duffy, Christopher¹ christopher.duffy@hmhn.org, Tripp, Tovah² tovah.tripp@hmhn.org, Schneier, Ezra³ ezra.schneier@hmsom.edu, Dreker, Margaret⁴ margaret.dreker@hmhn.org, Hoffman, Miriam⁵ miriam.hoffman@hmsom.edu, Josephs, Joshua⁶ joshua.josephs@hmhn.org
Source:	Journal of the Medical Library Association. Jan2026, Vol. 114 Issue 1, p68-74. 7p.
Subjects:	Curriculum evaluation, Health literacy, Occupational roles, Medical education, Academic libraries, Health occupations students, Educational tests & measurements, Teaching methods, Authorship, Health planning, Medical students, Problem-based learning, Ability, Curriculum planning, Information literacy, Bibliometrics, Psychology of librarians, Evidence-based medicine, Learning strategies, National competency-based educational tests, Thought & thinking, Training, Information resources management
Abstract:	Background: Use of evidence-based medicine (EBM) can improve patient outcomes, but translating classroom learning of EBM to clinical practice is challenging. Training students to utilize and apply principles of EBM is critical but data and methods for evaluating students' EBM skills are lacking. Case Presentation: The Hackensack Meridian School of Medicine has early curricular introduction of information mastery techniques to combat these challenges. Students create research presentations related to the weekly problembased- learning (PBL) case to practice applying EBM skills. Medical librarians developed and utilized an assessment tool to evaluate students' weekly presentations. Librarian staff reviewed 595 presentations during the first year of the preclerkship curriculum using five criteria: (1) appropriate scope of presentation (2) correct categorization of the question based on the finding information framework (3) appropriate resource used (4) search strategy and (5) bibliographic citations according to American Medical Association (AMA) guidelines. Conclusions: Of the evaluated presentations using these criteria, the majority of students routinely and reliably applied EBM skills in their case-based presentations. Further studies will need to look at continued development of these skills throughout other phases of training. [ABSTRACT FROM AUTHOR]
	Copyright of Journal of the Medical Library Association is the property of University of Pittsburgh, University Library System and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Engineering Source

Description
Abstract:	Background: Use of evidence-based medicine (EBM) can improve patient outcomes, but translating classroom learning of EBM to clinical practice is challenging. Training students to utilize and apply principles of EBM is critical but data and methods for evaluating students' EBM skills are lacking. Case Presentation: The Hackensack Meridian School of Medicine has early curricular introduction of information mastery techniques to combat these challenges. Students create research presentations related to the weekly problembased- learning (PBL) case to practice applying EBM skills. Medical librarians developed and utilized an assessment tool to evaluate students' weekly presentations. Librarian staff reviewed 595 presentations during the first year of the preclerkship curriculum using five criteria: (1) appropriate scope of presentation (2) correct categorization of the question based on the finding information framework (3) appropriate resource used (4) search strategy and (5) bibliographic citations according to American Medical Association (AMA) guidelines. Conclusions: Of the evaluated presentations using these criteria, the majority of students routinely and reliably applied EBM skills in their case-based presentations. Further studies will need to look at continued development of these skills throughout other phases of training. [ABSTRACT FROM AUTHOR]
ISSN:	15365050
DOI:	10.5195/jmla.2026.2203