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ICT Literacy in Health Sciences

Compiled by Lesley Farmer, California State University Long Beach

This bibliography focuses on ICT literacy as it is implemented in United States health sciences education.
 

 GENERAL:

Wikis’ links include associations, curriculum, articles, presentations, and standards  

Common Core State Standards, Next Generation Science Standards, and state content standards also refer to K-12 ICT competencies (sometimes listed as information literacy, digital literacy, media literacy, or research skills).

 

MERLOT LINKS:

Key terms: Health sciences, Health and human services, Nursing, Nursing education, Medicine, Internal medicine, Biology, Life sciences, other health specialties (e.g., Sport science, Nutrition, Public health)

Note that digital literacy applies to the various tools that health professionals use, such as ECG.  Likewise, information literacy applies to health vocabulary, analyzing diagnostic data, etc.

  • Academic Support Services / ePortfolios / Health and human services
  • Academic Support Services / Virtual environments / Disciplinary content / Health sciences & medicine
  • Business / Economics / Health, ed and welfare
  • Science and Technology / Health sciencesSocial Sciences / Psychology / Community and health
  • Workforce Development / Technical allied health
  • Health Sciences Community: https://www.merlot.org/merlot/HealthSciences.htm
  • MERLOT Open Education Resources for Nursing http://teachingcommons.cdl.edu/csuoern

 

LIBGUIDES:

 

OTHER DIGITAL RESOURCES:

 

ARTICLES:
  • Almeida, J., et al. (2014). ICT for bridging biology and medicine. Manifesto from the Dagstuhl Perspectives Workshop 13342. http://drops.dagstuhl.de/opus/volltexte/2014/4429/pdf/dagman_v003_i001_p031_13342.pdf
  • Argüelles, C. (2016). Curriculum-integrated information literacy (CIIL) in a community college nursing program: A practical model. Community College Journal of Research and Practice, 40(11), 942–953.

  • Berner, E. S. (2014). Informatics education in healthcare: Lessons learned (pp. 225-235). London: Springer. http://aprender.ead.unb.br/pluginfile.php/66861/mod_folder/content/0/Informatics_Education_in_Healthcare.pdf?forcedownload=1#page=233
  • Bodie, G., & Dutta, M. (2008). Understanding health literacy for strategic health marketing: ehealth literacy, health disparities, and the digital divide. Health Marketing Quarterly, 25(1/2), 175–203.
  • Costello, E., et al. (2014). Information and communication technology to facilitate learning for students in the health professions: Current uses, gaps and future directions. Online Learning Journal, 18(4). http://olj.onlinelearningconsortium.org/index.php/olj/article/view/512
  • Detlefsen, E. G. (2012). Teaching about teaching and instruction on instruction: A challenge for health sciences library education. Journal of the Medical Library Association: JMLA, 100(4), 244-250 . http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3484960/
  • Ferri, F., D'Andrea, A., D'Ulizia, A., & Grifoni, P. (2020). Co-creation of e-learning content: The case study of a MOOC on health and cyber-bullying. Journal UCS, 26(2), 200-219.
  • Foster, E. (2013). Values and the transformation of medical education: The promise of autoethnographic research. Journal of Medicine and the Person, 11(1), 19-23.
  • Franzen, S., & Bannon, C. M. (2016). Merging information literacy and evidence-based practice in an undergraduate health sciences curriculum map. Communications in Information Literacy, 10(2), 245–263.
  • George, P. et al. (2014). Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction. Journal of Global Health, 4(1). http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4073252/
  • Goben, A. (2013). Scholarly communication in the dentistry classroom. In S. Davis-Kahl, & M. Hensley (Eds.), Common Ground at the Nexus of Information Literacy and Scholarly Communication (pp. 237-248). Chicago, IL: American Library Association. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.426.4546&rep=rep1&type=pdf#page=252
  • Goodman, X., Watts, J., Arenas, R., Weigel, R., & Terrell, T. (2018). Applying an information literacy rubric to first-year health sciences student research posters. Journal of the Medical Library Association, 106(1), 108–112.
  • Hall, S., & Hunter Marshall, D. (2014). Embedded librarianship in branch settings: Customizing liaison services. New Library World, 115(11/12), 508-514. http://www.emeraldinsight.com/doi/abs/10.1108/NLW-04-2014-0045
  • Houshyari, A., et al. (2012). Medical education and information and communication technology. Journal of Education and Health Promotion. 1(3). doi:  10.4103/2277-9531.94411.
  • Howe, C. D. (2012). Undergraduate information literacy instruction is not enough to prepare junior doctors for evidence based practice. Evidence Based Library and Information Practice, 7(2), 76-78. https://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/16418
  • Hu, Y. (2015). Health communication research in the digital age: A systematic review. Journal of Communication in Healthcare, 8(4), 260–288.
  • Huo, C., Zhang, M., & Ma, F. (2018). Factors influencing people’s health knowledge adoption in social media. Library Hi Tech, 36(1), 129–151.
  • Jimmy, R., Palatty, P. L., D’Silva, P., Baliga, M. S., & Singh, A. (2013). Are medical students inclined to do research?” Journal of Clinical and Diagnostic Research: JCDR, 7(12), 2892-2895. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3919354/
  • Kennedy, S., Kenny, A., & O'Meara, P. (2015). Student paramedic experience of transition into the workforce: A scoping review. Nurse Education Today, 35(10), 1037-1043. https://www.researchgate.net/profile/Peter_OMeara/publication/276212432_Student_paramedic_experience_of_transition_into_the_workforce_A_scoping_review/links/556bd70908aefcb861d61363.pdf
  • Kim, H., & Xie, B. (2017). Health literacy in the eHealth era: a systematic review of the literature. Patient Education and Counseling, 100(6), 1073-1082.
  • MacEachern, M., Townsend, W., Young, K., & Rana, G. (2012). Librarian integration in a four-year medical school curriculum: a timeline. Medical Reference Services Quarterly, 31(1), 105-114. doi: 10.1080/02763869.2012.641856
  • Maloney, S., Storr, M., Paynter, S., Morgan, P., & Ilic, D. (2013). Investigating the efficacy of practical skill teaching: A pilot-study comparing three educational methods. Advances in Health Sciences Education, 18(1), 71-80.
  • Mather, C., & Cummings, E. (2014, August). Usability of a virtual community of practice for workforce development of clinical supervisors. In HIC (pp. 104-109). https://www.researchgate.net/profile/Carey_Mather/publication/264463305_Usability_of_a_virtual_community_of_practice_for_workforce_development_of_clinical_supervisors/links/53f1d0300cf23733e815e3b7.pdf
  • Maybee, C., Carlson, J., Slebodnik, M., & Chapman, B. (2015). “It's in the Syllabus”: Identifying Information Literacy and Data Information Literacy Opportunities Using a Grounded Theory Approach. Journal of Academic Librarianship, 41(4), 369-376. doi:10.1016/j.acalib.2015.05.009
  • Murdoch–Eaton, D., & Whittle, S. (2012). Generic skills in medical education: developing the tools for successful lifelong learning. Medical education, 46(1), 120-128. https://www.researchgate.net/profile/Sue_Whittle/publication/51860566_Generic_skills_in_medical_education_developing_the_tools_for_successful_lifelong_learning/links/0922b4f393c542cc5c000000.pdf
  • O’Clair, K., & Gillard, S. M. (2018). Student perceptions of an online model for library orientation in agriculture and related disciplines. Journal of Agricultural & Food Information, 19(1), 21–36.
  • Perry, H. (2017). Information Literacy in the Sciences: Faculty Perception of Undergraduate Student Skill. College & Research Libraries, 78(7), 964. doi:https://doi.org/10.5860/crl.78.7.964
  • Rowley, J., Johnson, F., Sbaffi, L., & Weist, A. (2015). Peer-based information literacy training: Insights from the NICE Evidence Search Student Champion Scheme. Library & Information Science Research, 37(4), 338-345. doi:10.1016/j.lisr.2015.11.007
  • Tzoc, E., & Ubbes, V. A. (2017). The digital literacy partnership website: Promoting interdisciplinary scholarship between faculty, students, and librarians. New Review of Academic Librarianship, 23(2–3), 195–208.
  • Vovides, Y., Chale, S. B., Gadhula, R., Kebaetse, M. B., Nigussie, N. A., Suleman, F., ... & Nkomazana, O. (2014). A systems approach to implementation of eLearning in medical education: Five MEPI schools’ journeys. Academic Medicine, 89(8), S102-S106. http://www.ncbi.nlm.nih.gov/pubmed/25072558
  • Wesiak, G., Steiner, C. M., Moore, A., Dagger, D., Power, G., Berthold, M., ... & Conlan, O. (2014). Iterative augmentation of a medical training simulator: Effects of affective metacognitive scaffolding. Computers & Education, 76, 13-29. http://www.know-center.tugraz.at/download_extern/papers/wesiak et al_CAE14_ETU trials_authors version.pdf
  • Wood, S. J., Woywodt, A., Pugh, M., Sampson, I., & Madhavi, P. (2015). Twelve tips to revitalise problem-based learning. Medical Teacher, 37(8), 723-729.http://www.oru.se/PageFiles/80251/12 tips to revitalise PBL.2014.pdf 

 

LEARNING ACTIVITIES IDEA STARTERS:
  • Ask students to create a timeline of a health sciences concept (e.g., theories about mental illness, disease; hospital care).
  • Ask students to use drawing or image editing software to create an ideal health care environment, noting the focus of the facility and reasoning for the design.
  • Ask students to compare health care practices around the world.
  • Ask students to research the cultural connotation of health care in different cultures.
  • Ask students to research historical or cultural influences on health care.
  • Ask students to research intellectual property law (both copyright and patents/trademarks) as it applies to health care.
  • Ask students to research and debate ethical issues in health care.
  • Ask students to compare codes of ethics from different sectors of health care.Ask them to create their own code of ethics.
  • Ask students to interview personnel in different jobs affiliated with health care.
  • Ask students to compare the same job across different organizations, and within the same organization.
  • Ask students to take pictures of a typical day in a health care facility, and compare findings.
  • Ask students to create an organizational chart of a health care agency, noting number of staff and general salaries.
  • Ask students to research career ladders in health care.
  • Ask students to research the total cost of a medical procedure, including facilities (e.g., utilities, maintenance), equipment (e.g., selection and purchase, training, maintenance, storage), supplies (e.g., ordering, processing, use, disposal), food (selection and purchase, storage, preparation, dissemination, clean-up and disposal), personnel (e.g., labor, training, scheduling), administration (e.g., insurance, accounting, processing).
  • Ask students to research the total cost of a new drug, including research and development (facilities, equipment, staff, supplies), production start-up, federal review, and marketing.
  • Ask students to flowchart how a drug gets FDA approval.
  • Ask students to research the same health care topic in two database aggregators (e.g., CINAHL, PubMed, MEDLINE), and compare the process and results.
  • Ask students to analyze the representation of health care in movies (see http://www.seattleglobalist.com/2013/04/25/global-health-films-to-get-you-inspired/12545).
  • Ask students to research the impact of technology on health care and health care education.
  • Ask students to create an infographic about a health care topic.
  • Ask students to create a public service announcement that is related to a health care topic (e.g., health practice, baby care, exercise, stroke identification).
  • Ask students to create a virtual museum exhibit about past and present tools/equipment and facilities in health care.
  • Ask students to debate a global health issue such as cost of vaccines/medicine.
  • Ask students to create a graphic novel or fotonovela about some aspect of health practice, such as pre-natal care.
  • Ask students to research how health care has impacted wars.
  • Ask students to investigate the impact of health care in U.S. history using primary sources (e.g., the Library of Congress’s American Memory collections: http://memory.loc.gov/ammem/index.html)
  • Ask students to research the impact (social, economic, environmental) of some health care practice.
  • Ask students to take photos of a health care concept, and annotate them in terms of locale, evidence of the concept, and implications.