Library Faculty Scholarship

Document Type

Presentation

Publication Date

9-24-2026

Abstract

Objective

To describe the development, implementation, and first-year assessment of a longitudinal Self-Directed Learning Program (SDLP) in a medical school curriculum and demonstrate how librarians can serve as curriculum co-designers, instructors, faculty developers, and assessment partners in support of evidence-based medicine education and accreditation requirements.

Methods

Medical librarians partnered with teaching faculty to develop a four-stage Self-Directed Learning Program embedded within a required longitudinal medical school course. The curriculum aligned LCME self-directed learning requirements with the five A's of evidence-based medicine. Librarians developed and delivered a five-session instructional module covering evidence-based medicine, critical appraisal, question formulation, and literature searching. Librarians also developed student assignments, assessment rubrics, faculty mentor training, and program evaluation processes. During the first year, 53 first-year medical students completed both mentored and independent Self-Directed Learning Cycles (SDLCs) that were assessed using a standardized rubric by trained faculty mentors.

Results

The inaugural year successfully embedded librarian-developed content and assessment into the required preclinical curriculum. Sixteen faculty mentors were recruited and trained to support student learning and assessment. Students completed two SDLC assignments and demonstrated growth in their ability to identify learning needs, locate and evaluate evidence, apply findings, and reflect on their learning. Students performed strongest in self-assessment of learning needs and reflective practice, while appraisal of information sources remained the most challenging competency. The program also identified opportunities for improvement, including increased faculty calibration and more consistent formative feedback to students. The SDLP provided a sustainable framework for documenting and assessing self-directed learning competencies across the curriculum.

Conclusions

This initiative demonstrates how librarian expertise in information literacy and evidence-based medicine can be leveraged beyond traditional instruction to support curriculum design, assessment, faculty development, and accreditation-related educational goals. This model offers practical strategies for health sciences libraries seeking deeper integration within medical education and assessment programs.

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