Abstract
The research sought to determine if first-year medical students consulted and cited resources specifically highlighted during library instructional sessions. Students attended a library resources instructional session. Resources that pertained to the students' assignment were demonstrated and discussed. The students created a report including citations from relevant literature. The citations were analyzed and categorized as: a resource discussed at the instructional session, a resource found on the course LibGuide, a library resource, course material, or some other resource. All citations were subcategorized as print or electronic. Three years (2008-2011) of data analyzing 2,983 citations showed that 49.55% of all citations were from resources discussed during library instructional sessions; 21.86% came from resources with links on the course LibGuide; 77.51% were from library resources; and 90.68% came from electronic resources. Students cited resources specifically highlighted during library instructional sessions for their assignments. The percentage of all citations coming from resources highlighted during the instructional sessions or found on the course LibGuide indicates that library instruction had an impact on the students' work.
Highlights
Measuring the impact of library instruction is a goal of many reference and instruction librarians
During a meeting for ‘‘Introduction to Human Disease’’ (IHD) at the University of Illinois College of Medicine–Urbana (COM-U) in the summer of 2008, the course instructors asked: ‘‘What types of materials are the students citing for their assigned coursework?’’ Library instructional sessions had been integral to the IHD curriculum for years, but little was known about the resources the students were using and citing for their assigned coursework
This study examined the resources used in assignments of first-year medical (M1) students enrolled in IHD at COM-U for three consecutive years starting in the fall 2008 semester
Summary
Measuring the impact of library instruction is a goal of many reference and instruction librarians. Librarians have looked at use statistics, interlibrary loan statistics, and bibliographies; have conducted surveys; and have tested users before and after instruction in an attempt to measure their impact on user behavior. During a meeting for ‘‘Introduction to Human Disease’’ (IHD) at the University of Illinois College of Medicine–Urbana (COM-U) in the summer of 2008, the course instructors asked: ‘‘What types of materials are the students citing for their assigned coursework?’’ Library instructional sessions had been integral to the IHD curriculum for years, but little was known about the resources the students were using and citing for their assigned coursework. This study examined the resources used in assignments of first-year medical (M1) students enrolled in IHD at COM-U for three consecutive years starting in the fall 2008 semester
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