Background: Librarians teach evidence-based medicine (EBM) and information-seeking principles in undergraduate, graduate, and post-graduate medical education. These curricula are informed by medical education standards, medical education competencies, information literacy frameworks, and background literature on EBM and teaching. As this multidimensional body of knowledge evolves, librarians must adapt their teaching and involvement with medical education. Identifying explicit connections between the information literacy discipline and the field of medical education requires ongoing attention to multiple guideposts but offers the potential to leverage information literacy skills in the larger health sciences education sphere. Methods: A subgroup of the Association of Academic Health Sciences Libraries Competency-Based Medical Education Task Force cross-referenced medical education documents (Core Entrustable Professional Activities and 2017–2018 Liaison Committee on Medical Education Functions and Structures of a Medical School) with the Association of College & Research Libraries Framework for Information Literacy for Higher Education using nominal group technique. Results: In addition to serving as a vocabulary, the map can also be used to identify gaps between and opportunities for enhancing the scholarly expectations of undergraduate and graduate medical education standards and the building blocks of information literacy education.

中文翻译：

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引入健康信息素养能力地图：将美国医学院核心可信赖专业活动协会和研究生医学教育共同计划要求认证委员会与大学与研究图书馆框架协会联系起来。

背景：图书馆员在本科、研究生和研究生医学教育中教授循证医学 (EBM) 和信息搜索原则。这些课程以医学教育标准、医学教育能力、信息素养框架以及 EBM 和教学的背景文献为依据。随着这种多维知识体系的发展，图书馆员必​​须调整他们的教学和参与医学教育。确定信息素养学科与医学教育领域之间的明确联系需要持续关注多个指南，但提供了在更大的健康科学教育领域利用信息素养技能的潜力。方法：学术健康科学图书馆协会基于能力的医学教育工作组的一个小组与学院协会交叉引用了医学教育文件（核心可委托专业活动和 2017-2018 年医学院医学教育功能和结构联络委员会） & Research Libraries Framework for Information Literacy for Higher Education 使用名义小组技术。结果：除了作为词汇表之外，该地图还可用于识别提高本科和研究生医学教育标准的学术期望以及信息素养教育的组成部分之间的差距和机会。