Teaching Information Literacy Skills to Dental Students
Author Information
Author(s): Karla V Kingsley, K Kingsley
Primary Institution: University of New Mexico; University of Nevada, Las Vegas
Hypothesis
Can a research-based assignment improve information literacy skills among first-year dental students?
Conclusion
The study shows that while students excelled in content knowledge, many struggled with technology-dependent information literacy skills.
Supporting Evidence
- 100% of students answered content-specific questions correctly.
- 54% of students struggled with technology-dependent questions.
- Demographic factors did not significantly affect performance.
Takeaway
This study found that dental students are good at answering questions about what they know, but many have trouble using the internet to find the right information.
Methodology
The study involved designing and assessing a research-based assignment for first-year dental students to develop information literacy skills.
Potential Biases
The study did not find significant differences based on age, gender, or race, but the sample was predominantly young, white, and male.
Limitations
The study was limited to a single cohort of dental students and did not explore other demographic factors in depth.
Participant Demographics
Average age was 24.9 years, with 76% male and 81% white.
Statistical Information
Statistical Significance
p>0.05
Digital Object Identifier (DOI)
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