Introducing a health information literacy competencies map: connecting the Association of American Medical Colleges Core Entrustable Professional Activities and Accreditation Council for Graduate Medical Education Common Program Requirements to the Association of College & Research Libraries Framework
Keywords:Information Literacy, Medical Education, Competency-Based Education
Background: Librarians teach evidence-based medicine (EBM) and information-seeking principles in undergraduate, graduate, and post-graduate medical education. These curricula are informed by medical education standards, medical education competencies, information literacy frameworks, and background literature on EBM and teaching. As this multidimensional body of knowledge evolves, librarians must adapt their teaching and involvement with medical education. Identifying explicit connections between the information literacy discipline and the field of medical education requires ongoing attention to multiple guideposts but offers the potential to leverage information literacy skills in the larger health sciences education sphere.
Methods: A subgroup of the Association of Academic Health Sciences Libraries Competency-Based Medical Education Task Force cross-referenced medical education documents (Core Entrustable Professional Activities and 2017–2018 Liaison Committee on Medical Education Functions and Structures of a Medical School) with the Association of College & Research Libraries Framework for Information Literacy for Higher Education using nominal group technique.
Results: In addition to serving as a vocabulary, the map can also be used to identify gaps between and opportunities for enhancing the scholarly expectations of undergraduate and graduate medical education standards and the building blocks of information literacy education.
This article has been approved for the Medical Library Association’s Independent Reading Program.
Blanco MA, Capello CF, Dorsch JL, Perry GJ, Zanetti ML. A survey study of evidence-based medicine training in US and Canadian medical schools. J Med Libr Assoc. 2014 Jul;102(3):160–8. DOI: http://dx.doi.org/10.3163/1536-5050.102.3.005.
Shaughnessy AF, Torro JR, Frame KA, Bakshi M. Evidence-based medicine and life-long learning competency requirements in new residency teaching standards. Evid Based Med. 2016 Apr;21(2):46–9.
Association of American Medical Colleges. Core entrustable professional activities for entering residency: curriculum developers’ guide [Internet]. The Association [cited 31 Jul 2018]. <https://store.aamc.org/downloadable/download/sample/sample_id/63>.
Association of College & Research Libraries. Framework for information literacy for higher education [Internet]. American Library Association [cited 5 Jun 2018]. <http://www.ala.org/acrl/standards/ilframework>.
Maggio LA, Tannery NH, Chen HC, ten Cate O, O’Brien B. Evidence-based medicine training in undergraduate medical education: a review and critique of the literature published 2006–2011. Acad Med. 2013 Jul;88(7):1022–8.
Leung WC. Competency-based medical training: review. BMJ. 2002 Sep 28;325(7366):693–6.
Association of Academic Health Sciences Libraries. Committees, task forces & representatives: Competency-Based Medical Education Task Force [Internet]. The Association [cited 31 Jul 2018]. <https://www.aahsl.org/committees>.
Nicholson J, Spak JM, Kovar-Gough I, Lorbeer ER, Adams NE. Entrustable professional activity 7: opportunities to collaborate on evidence-based medicine teaching and assessment of medical students. BMC Med Educ. 2019 Sep;19(1):330.
Accreditation Council for Graduate Medical Education. ACGME common program requirements [Internet]. The Council [cited 31 Jul 2018]. <http://www.acgme.org/Portals/0/PFAssets/ProgramRequirements/CPRs_2017-07-01.pdf>.
Humphrey-Murto S, Varpio L, Wood TJ, Gonsalves C, Ufholz LA, Mascioli K, Wang C, Foth T. The use of the delphi and other consensus group methods in medical education research: a review. Acad Med. 2017 Oct;92(10):1491–8.
Gross M, Latham D, Julien H. What the framework means to me: attitudes of academic librarians toward the ACRL framework for information literacy for higher education. Libr Inf Sci Res. 2018 Jul–Oct;40(3–4):262–8.
Schulte SJ, Knapp M. Awareness, adoption, and application of the Association of College & Research Libraries (ACRL) framework for information literacy in health sciences libraries. J Med Libr Assoc. 2017 Oct;105(4):347–54. DOI: http://dx.doi.org/10.5195/jmla.2017.131.
This work is licensed under a Creative Commons Attribution 4.0 International License.