A Multi-Dimensional Integrative Framework for Developing Disciplinary Information Literacy in Medical Undergraduate Education
List of Authors
Ezza Rafedziawati Kamal Rafedzi, Norhayati Hussin, Wang Haiying
Keyword
disciplinary information literacy, medical undergraduate education, pedagogical framework, information behavior
Abstract
The advancement of digital healthcare demands that medical students acquire competencies in disciplinary information literacy (DIL) surpassing basic digital skills, as current medical education lacks organized, research-supported frameworks that effortlessly integrate theoretical foundations with practical application strategies. This research introduces and confirms the effectiveness of a Multi-Dimensional Integrative Framework (MDIF) in improving DIL skills among medical undergraduates via evidence-based educational methods suitable for various educational environments, including those with limited resources. A methodical synthesis of conceptual frameworks was used, merging Social Cognitive Theory with Information Behavior Theory via an extensive review of literature from 2010-2024 and theoretical triangulation. Five pedagogical strategies based on evidence were pinpointed and corroborated through global case studies. The MDIF introduces a model grounded in theory, marked by the interplay of personal, environmental, and behavioral aspects. Five educational strategies are implemented: Problem-Based Learning, Case-Based Learning, Evidence-Based Practice, Blended Learning, and Technology-Enhanced Learning. This model offers adaptable implementation guidelines with relevant assessment instruments for practical use. It bridges the gap in theoretical-practical aspects of medical information literacy education, equipping educators and administrators with a flexible, evidence-based model for creating information-capable healthcare professionals in the changing digital healthcare environment.