Library Faculty Scholarship

Document Type

Poster

Publication Date

10-2025

Abstract

Objective This poster presents a four-week literature review elective for medical students, co-designed and co-taught by library and medical faculty. We will share course materials, including session topics, readings, assignments, and feedback from both instructors and students.

Methods The elective was first offered in June 2025 and taught by two library faculty members, one basic science faculty member, and one clinical faculty member. Five rising second year medical students enrolled, working in two groups to develop focused research questions and complete review protocols within the four-week time frame. Instruction emphasized literature review methodology, particularly systematic approaches applicable across review types. The course included seven instructional sessions, along with structured opportunities for students to present works-in-progress and receive formative feedback.

Results Strengths: The in-person format facilitated collaboration and real-time feedback. Assigned readings provided a strong foundation. While students were encouraged to apply systematic methods to narrative reviews, instructors remained flexible regarding review type and methodology. Interdisciplinary co-teaching enriched the learning experience and provided comprehensive support.

Areas for Improvement: Group formation and dynamics posed challenges, particularly as students entered the course without pre-selected topics—an issue given the course’s short duration. Some co-teaching logistics required refinement. Tracking student progress, especially during independent learning time, could be improved with clearer documentation about expectations and faculty mentorship roles, as well as more structured check-ins.

Conclusions This elective offered students a valuable opportunity to initiate scholarly projects with guided support from both library and medical faculty. Co-teaching proved effective: library faculty led instruction on review methodology, search strategies, and research tools, while medical faculty provided expert guidance on formulating novel research questions. Based on feedback, several course revisions are planned to enhance structure, improve group dynamics, and better support students in producing literature reviews with publication potential.

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