Assessment of Information Literacy Skills of Undergraduate Medical Students in Two Selected Public Universities in Kenya

Abstract

With the growing size and complexity of library collections coupled with the explosion of medical information in diverse formats, medical students require competencies in identifying, locating, retrieving, evaluating, synthesizing, and effectively utilizing information. There is a need, therefore, for medical students to acquire information literacy skills (ILS) to master content, extend their investigations, and become more self-directed and life-long learners. This study aimed to assess the ILS of medical undergraduate students in two public universities in Kenya and to propose an ILS framework to enhance the adequacy of ILS among the medical undergraduates. The objectives of the study were to: assess the status of ILS among medical undergraduate students at Moi University and University of Nairobi; examine the ILS curricula and policies supporting delivery of ILS to medical undergraduate students; examine the ILS understanding of medical undergraduate students; analyze the knowledge and skills possessed by staff engaged in facilitating ILS; explore the role of ICT in facilitating and promoting ILS among medical undergraduate students; The study was informed by the Sauce Model and the Six Frames of Information Literacy Education Model. A pragmatic research paradigm with a Concurrent triangulation mixed-method approach was employed in the study. The study adopted a descriptive survey design applied within a multiple-case study, combining concurrent triangulation in data collection and analysis. The target population was 685 students, comprising 6th-year medicine, 5th-year dentistry, and 4th-year nursing students; 182 lecturers 2 university librarians; 2 heads of medical librarians; and 6 heads of departments. A combination of stratified random sampling was employed to obtain 353 medical undergraduate students and 62 lecturers in medicine, dentistry, and nursing specializations. While purposive sampling technique was used to select 2 university librarians, 2 heads of medical librarians, and 6 heads of departments. Data was collected using questionnaires and interview schedules. Quantitative data was analyzed using descriptive statistics and presented using frequency distribution tables and bar charts, while qualitative data was analyzed thematically based on the objectives and research questions and presented as a narrative. The findings revealed that the majority of the students, had limited ILS competencies and were unable to utilize and maximize various search techniques while others had challenges in using information ethically and lawfully. Although the ILS curriculum and policy were available, there was little implementation and accountability, indicating that the ILS curriculum and policy had not been reviewed to incorporate contemporary ILS. The students had a negative understanding on ILS, and they displayed a casual, disinterested attitude. The knowledge and skills possessed by staff were inadequate in line with contemporary ILS competencies and abilities. Students are yet to acquire the fourth ICT revolution skills that are essential for ILS learning. The study concluded that students had not acquired sufficient ILS competencies due to a combination of factors such as poor ILS understanding, low pedagogical expertise among ILS trainers, and the absence of sustainable ICT infrastructure to facilitate the acquisition and utilization of the fourth ICT revolution's competencies. The study recommends an 8-step ILS Framework to enhance the delivery of information literacy skills, ILS advocacy and improvement in pedagogy, and continuous reskilling and upskilling among staff engaged in information provision and ILS delivery.