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Embedding information literacy education in entry to practice program
Conference presentation

Embedding information literacy education in entry to practice program

Nigel Barr
Learning & Teaching Week, 2017 (Sippy Downs, Australia, 25-Sep-2017–27-Sep-2017)
University of the Sunshine Coast
2017
url
https://www.usc.edu.au/View
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Abstract

Specialist Studies in Education
Background: The University of the Sunshine Coast has a diverse range of students studying in professional programs such as paramedicine. The development of information-literacy (IL) skills is an important enabler of professional success because IL is the foundation for evidence based practice. This research had two broad aims. The first was to explore the perceptions of paramedic educators to achieve consensus on learning outcomes that may be adapted to embed IL in paramedic entry-to-practice programs. The second aim was to measure IL abilities of paramedic science students at the point of enrolment in the program and during subsequent years of study at USC. Methods: A Delphi study was conducted with paramedic academics to explore their perceptions of information literacy education within entry to practice paramedic programs. An online survey was conducted with USC paramedic student to determine their understanding of scientific communication and information literacy skill levels. Results: The Delphi study findings demonstrate that the participants generally agree with the benefits of ILE as described in the ANZIL framework. That is the Delphi responses indicated that participants' perceived IL to be important in paramedic undergraduate entry-topractice programs and of value to students. However, the lower order IL skills appear to be valued more than the higher order skills. The findings of the student survey indicate that students consider reported P values, confidence intervals, odds ratios, limitations of studies and levels of evidence to make judgements about the scientific quality of information used in their assignments. However, the survey of students also found that students through the entire program do not understand levels of scientific evidence or the basic statistical concepts that underpin evidence based decision making. This was an unexpected result and indicates that the curriculum will need to improve student ability in understanding scientific evidence. Conclusion: To enable better IL in USC paramedicine graduates a model of IL education has been develop and will be embedded across the three years of the program.

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