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

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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
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  Data: Information mastery skills among pre-clerkship students in a problem-based learning curriculum: a case report.
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  Data: <searchLink fieldCode="AR" term="%22Duffy%2C+Christopher%22">Duffy, Christopher</searchLink><relatesTo>1</relatesTo><i> christopher.duffy@hmhn.org</i><br /><searchLink fieldCode="AR" term="%22Tripp%2C+Tovah%22">Tripp, Tovah</searchLink><relatesTo>2</relatesTo><i> tovah.tripp@hmhn.org</i><br /><searchLink fieldCode="AR" term="%22Schneier%2C+Ezra%22">Schneier, Ezra</searchLink><relatesTo>3</relatesTo><i> ezra.schneier@hmsom.edu</i><br /><searchLink fieldCode="AR" term="%22Dreker%2C+Margaret%22">Dreker, Margaret</searchLink><relatesTo>4</relatesTo><i> margaret.dreker@hmhn.org</i><br /><searchLink fieldCode="AR" term="%22Hoffman%2C+Miriam%22">Hoffman, Miriam</searchLink><relatesTo>5</relatesTo><i> miriam.hoffman@hmsom.edu</i><br /><searchLink fieldCode="AR" term="%22Josephs%2C+Joshua%22">Josephs, Joshua</searchLink><relatesTo>6</relatesTo><i> joshua.josephs@hmhn.org</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+the+Medical+Library+Association%22">Journal of the Medical Library Association</searchLink>. Jan2026, Vol. 114 Issue 1, p68-74. 7p.
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  Data: <searchLink fieldCode="DE" term="%22Curriculum+evaluation%22">Curriculum evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Health+literacy%22">Health literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+roles%22">Occupational roles</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+libraries%22">Academic libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Health+occupations+students%22">Health occupations students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Authorship%22">Authorship</searchLink><br /><searchLink fieldCode="DE" term="%22Health+planning%22">Health planning</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br /><searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Information+literacy%22">Information literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Bibliometrics%22">Bibliometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+librarians%22">Psychology of librarians</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence-based+medicine%22">Evidence-based medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22National+competency-based+educational+tests%22">National competency-based educational tests</searchLink><br /><searchLink fieldCode="DE" term="%22Thought+%26+thinking%22">Thought & thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Information+resources+management%22">Information resources management</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=egs&AN=191905636
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.5195/jmla.2026.2203
    Languages:
      – Code: eng
        Text: English
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        PageCount: 7
        StartPage: 68
    Subjects:
      – SubjectFull: Curriculum evaluation
        Type: general
      – SubjectFull: Health literacy
        Type: general
      – SubjectFull: Occupational roles
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      – SubjectFull: Medical education
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      – SubjectFull: Academic libraries
        Type: general
      – SubjectFull: Health occupations students
        Type: general
      – SubjectFull: Educational tests & measurements
        Type: general
      – SubjectFull: Teaching methods
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      – SubjectFull: Authorship
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      – SubjectFull: Health planning
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      – SubjectFull: Medical students
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      – SubjectFull: Problem-based learning
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      – SubjectFull: Ability
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      – SubjectFull: Curriculum planning
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      – SubjectFull: Information literacy
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      – SubjectFull: Bibliometrics
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      – SubjectFull: Psychology of librarians
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      – SubjectFull: Evidence-based medicine
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      – SubjectFull: Learning strategies
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      – SubjectFull: Information resources management
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    Titles:
      – TitleFull: Information mastery skills among pre-clerkship students in a problem-based learning curriculum: a case report.
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              Text: Jan2026
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