Development and validation of an Information Literacy Self-Efficacy Scale for medical students

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Ann De Meulemeester http://orcid.org/0000-0002-4007-3023 Heidi Buysse http://orcid.org/0000-0002-3348-8263 Renaat Peleman http://orcid.org/0000-0002-3348-8263

Abstract

The aim of this research is to develop and validate a scale for the evaluation of medical students’ information literacy self-efficacy beliefs, as this plays a crucial role in the development of lifelong learning objectives. Curriculum developers and medical educators need to have a good understanding of information literacy in order to decide when specific support and training should be integrated in the curricula. The use of a trustworthy, user-friendly tool in a large population able to detect different aspects of students’ information literacy self-efficacy beliefs could help to evaluate an entire curriculum. A 5-factor model was developed and validated within a 6-year medical curriculum (n=1252). Internal consistency of the subscales was high (α: 0.845-0.930). In conclusion, the Information Literacy Self-Efficacy Scale for Medicine (ILSES-M) could be an added value for evaluating medical students’ information literacy self-efficacy beliefs. Furthermore, it could form the basis for curriculum development as well as a guideline for critical curriculum reflection.

Article Details

How to Cite
DE MEULEMEESTER, Ann; BUYSSE, Heidi; PELEMAN, Renaat. Development and validation of an Information Literacy Self-Efficacy Scale for medical students. Journal of Information Literacy, [S.l.], v. 12, n. 1, p. 27-47, june 2018. ISSN 1750-5968. Available at: <https://ojs.lboro.ac.uk/JIL/article/view/PRA-V12-I1-2>. Date accessed: 15 aug. 2018. doi: https://doi.org/10.11645/12.1.2300.
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Peer reviewed articles