93. Study on the Integration of Information Literacy Education and PBL Teaching

The purpose of this paper is exploring the functions of information literacy competency (ILC) in problem-based learning (PBL). Total 333 students, who entered a university in 2007 from two classes majored in clinical medicine, were randomly selected in the anatomy teaching. In terms of class, the students were classified into PBL-ILC group (153 students) and PBL group (180 students). PBL and information literacy education were applied to the PBL-ILC group, while PBL was used for the PBL group. The students’ information literacy competency and abilities of applying specimens, analyzing models and resolving problems as well as their academic records and learning attitudes were analyzed and compared. Three experimental results were attained: (1) the PBL-ILC group consulted the data more frequently than the PBL group (P = 0.004); (2) the PBL-ILC group more significantly increased in the abilities (P = 0.0370) of evaluating and using the document information and the abilities (P = 0.0345) of proposing, analyzing and resolving problems through the specimens, models, and anatomy operation VCD than the PBL group (74.28 ± 11.34 per capita) (P = 0.000). Therefore, it can be thought that the organic integration of the information literacy education and PBL can produce the resonance effect, and has more obvious advantages than the sheer PBL teaching, and is suggested to be applied in the medical teaching.