Integrating library instruction
into a problem-based learning
curriculum
Kuan-nien Chen
Kaohsiung Medical University, Kaohsiung, Taiwan
Pei-chun Lin
Tzu Hui Institute of Technology, Pingtung County, Taiwan, and
Sung-Shan Chang
Kaohsiung Medical University, Kaohsiung, Taiwan
Abstract
Purpose – This paper seeks to probe key issues concerning library instruction and the
problem-based learning (PBL) curriculum. This is important because the curriculum has particular
non-traditional characteristics, and library instruction may be able to play a greater role, giving
students more support in both their study and information-seeking behaviour.
Design/methodology/approach – The paper systemically surveyed and reviewed literatures
related to library instruction, library user education and medical curriculum design.
Findings – To sustainably integrate library instructional materials and activities into the PBL
curriculum, it is important to help medical libraries to become learning organizations that can respond
to changing external environments.
Research limitations/implications – The paper presents a hybrid template of the instruction for
different year medical students. The template can be an example for those who plan library
instructional activities in medical schools.
Originality/value – The paper also provides five strategies for the library to manage the previous
task more smoothly and effectively. The strategies are: small group education; problems of the
curriculum; librarians’ re-education and retraining; information literacy; and the faculty-librarian
partnerships.
Keywords Problem based learning, Library instruction, Medical libraries, Library user education
Paper type Research paper
Background
In recent decades, problem-based learning (PBL) has created significant changes in
medical education, changes which have had impacts on medical students’ learning
behaviours. One such effect lies in students’ information-seeking behaviour, in which
the medical library is believed to be essential. Thus not only has the PBL curriculum
created a dramatic change in medical schools, but also it presents a significant
challenge for medical libraries. Medical librarians need to be vigilant when changing
the pattern and method of dealing with students’ information needs, in particular when
designing library instructional programs and activities. The library must recognize
that its real role in the new era is to help medical students to be more passionate in
searching for information by using library resources. To achieve this, medical libraries
need to become more sophisticated both in library instruction and in collection
development and technology applications.
The current issue and full text archive of this journal is available at
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Integrating
library
instruction
517
Received 6 January 2011
Revised 7 May 2011
Accepted 10 June 2011
Aslib Proceedings: New Information
Perspectives
Vol. 63 No. 5, 2011
pp. 517-532
q Emerald Group Publishing Limited
0001-253X
DOI 10.1108/00012531111164996