Objective: This research identified the presence of information skill and behaviors components of information literacy in curricular competencies to inform a medical sciences library's instructional schema for five different professional programs at Texas A&M University: College of Medicine, College of Nursing, College of Veterinary Medicine and Biomedical Sciences, Irma Lerma Rangel College of Pharmacy, and School of Public Health. Methods: Curricular competency documents were collected from each program and reviewed. Coding categories were identified from the curricular competencies of professional health curricula using data-driven qualitative coding. To guide the identification and coding of competency categories, we developed a seven-category rubric from the coding categories. Three researchers used this rubric to independently code the categories of all of the included professional health curricular competencies. An additional researcher used a revised version of the rubric to identify action verbs in each competency. Results: Competencies for four of the five professional health curricula explicitly stated information skills and behaviors. Each of the five curricula included several competencies that depended on information-specific skills and behaviors. The most common verb used to describe implicit or explicit competencies was “evaluate.” Conclusions: The representation of information skills and behaviors aligns with the drive behind the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education. Both underpin the importance of evidence-based medicine methodology.

中文翻译：

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识别卫生专业课程能力中的信息素养技能和行为。

目的：本研究确定了课程能力中信息素养的信息技能和行为组成部分的存在，从而为德克萨斯 A&M 大学五个不同专业课程的医学图书馆的教学模式提供信息：医学院、护理学院、兽医学院和生物医学科学、Irma Lerma Rangel 药学院和公共卫生学院。方法：从每个项目中收集课程能力文件并进行审查。编码类别是使用数据驱动的定性编码从​​专业健康课程的课程能力中确定的。为了指导能力类别的识别和编码，我们从编码类别中开发了一个七类量规。三名研究人员使用这个量规对所有包含的专业健康课程能力的类别进行独立编码。另一位研究人员使用修订版的量规来识别每个能力中的动作动词。结果：五个专业健康课程中有四个的能力明确说明了信息技能和行为。五个课程中的每一个都包含了几种能力，这些能力取决于特定于信息的技能和行为。用于描述隐性或显性能力的最常见动词是“评估”。结论：信息技能和行为的表现符合大学与研究图书馆协会 (ACRL) 高等教育信息素养框架背后的驱动力。两者都强调了循证医学方法的重要性。