Joanne Munn|Jann Small
What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review
Southern Cross University|Southern Cross University
abstractx0d x0d objective systematic review sought identify evidence best practice support development information literacy academic skills first year undergraduate health science studentsx0d x0d methods range electronic databases searched hand searches conducted initial results screened using explicit inclusion exclusion criteria identify 53 relevant articles data study design student cohort support strategy learning outcomes extracted article quality individual studies considered described narratively articles classified findings synthesized according mode delivery intervention embedded integrated adjunct classification studys learning evaluation outcome organizational change behaviour learning reaction x0d x0d results studies included review provide information academic skills information literacy support strategies offered 12000 first year health science students courses targeted varied commonly involved nursing followed psychology embedded strategies adopted 21 studies integrated adjunct strategies covered 14 16 studies respectively across modes delivery intervention formats included facetoface peer mentoring online print based approaches either solely combination studies provided outcomes level higher student reaction intervention overall irrespective mode delivery positive learning outcomes generally reported typically findings individual studies confounded absence suitable control groups students selfselecting support analysis outcomes accounting issues result little unbiased evaluative evidence best approach supporting students nonetheless findings identify poor student uptake strategies interwoven curriculum even students encouraged attend basis identified academic riskx0d x0d conclusions majority studies included reported positive learning outcomes following implementation academic skills information literacy support strategies irrespective mode delivery embedded integrated adjunct clear rigorous evidence embedded strategies offer superior learning outcomes compared delivery modes lacking however poor student uptake strategies offered outside curricula embedded modes academic information literacy support recommended first year health science courses