Information literacy of medical students studying in the problem-based and traditional curriculum

Introduction. This paper reports on part of a research project on relationships between learning methods and students' information behaviour in Finland. It has been suggested that student-centred learning methods, such as problem-based learning, influence students' information needs, seeking and use. The focus of this paper is on the concept of information literacy as a part of the students' information behaviour. Method. In 1998, sixteen theme interviews were conducted at the Tampere University Medical School, which applied the problem-based learning curriculum and fifteen interviews at the Turku University Medical School in which the traditional curriculum with an early patient contact programme was implemented. Transcripts of the interviews formed the data for analysis. Analysis. Qualitative analysis was carried out with the assistance of the NUD*IST program. Results Three different types of information literacy skills emerged from the analysis: 1. Developed information literacy skills 2. Simple information literacy skills, and 3. Undeveloped information literacy skills. The developed information literacy skills tended to appear more in the problem-based learning curriculum than in the non-problem-based curriculum. The results are reflected against Bruce's seven faces of information literacy. The study confirms earlier studies results of the superiority of small group instruction compared to lecturing as a teaching method on information literacy courses, and the importance of correct timing with integration to subject courses. Conclusion. The findings indicate that student's information literacy is developed on one hand through active use of information and sources in connection with real information needs, on the other hand through an educational context which offers oppoturnities to get different viewpoints on issues.