title: Information literacy needs in graduate-level health sciences education.
abstract: OBJECTIVE
  To determine whether incorporating information literacy education through workshops led by library faculty improves students' information literacy skills.
  
  
  METHODS
  A series of information literacy initiatives were incorporated into the curriculum of a physician assistant program. Initiatives included two library workshops, class instruction, and a research paper. Assessment included subjective and objective measures of students' information literacy skills and research competencies.
  
  
  RESULTS
  Students' ratings of their skills were significantly higher on the postmeasure (t37 = 2.85, P = .007). The objective measures of these skills revealed an increase from 25% to 65% of the class scoring above 70% correct. Class assignments also revealed an improvement from 10% of the class citing and referencing material correctly at the beginning of the initiative to 80% at the end of the initiative.
  
  
  CONCLUSIONS
  Engaging academic library faculty and providing students with guided instruction has a significant positive effect on objective as well as subjective measures of students' skills.
authors: Manhattan Campus Physician Assistant Program, Touro College School of Health Sciences, USA. Emily.Kleyman@Touro.edu
authors: Emily Z
authors: EZ
authors: Kleyman
authors: Sara
authors: S
authors: Tabaei
mesh_terms: D000328:Adult; D004493:Education; D004503:Education, Medical, Graduate; D005260:Female; D006801:Humans; D058980:Information Literacy; D008297:Male; D010823:Physician Assistants / Q000193:education*; D011361:Professional Competence / Q000592:standards; D011795:Surveys and Questionnaires; D014481:United States; D055815:Young Adult