Library requirements and problem-based learning: The Medical Sciences Library, The University of the West Indies

INTRODUCTION

The Medical Sciences Library (MSL) is a small, new library in a newly created faculty—The Faculty of Medical Sciences (FMS), The University of the West Indies, St. Augustine, Trinidad, Trinidad and Tobago. The FMS, from its inception in October 1989, has used the problem-based learning (PBL) method of teaching. A survey was undertaken to determine if the MSL meets the requirements of a library involved in the PBL process.

The MSL has 3,000 square meters of space, is housed on one level of a building, and can seat 800. The public area of this centrally air-conditioned building is carpeted. There is an audiovisual center, which has a television, five video recorders, and a videodisc player. Other facilities consist of an audiovisual group viewing room, which seats up to twenty-five people; three seminar rooms, which facilitate group study; and a training room, which houses a multimedia computer and other equipment. Library collections include 25,000 book titles, 900 of which are in the reserve collection and 550 in the reference collection. The MSL subscribes to 500 serial titles and has a wide range of audiovisual material, small medical library and computer literature collections, and computer-assisted instruction (CAI) programs. The MSL is a Pan American Health Organization (PAHO) depository library, uses the NLM classification scheme, is fully automated, and conducts information literacy programs every semester.

The library is centrally located near to classrooms, amphitheaters where large group lectures are held, the cafeteria and restaurant, dormitories, and the hospital. It is staffed by a head librarian and four professionals. These four are assigned positions of reference, audiovisual, cataloging, and acquisitions/serials librarians, and form part of a pool that services shifts when the library is open. There are also eight library assistants, five library attendants, and an audiovisual technician. The library is open for service seventy-one hours per week during the semester. Opening hours are 8:30 a.m. to 10:00 p.m., Monday to Thursday, and 8:30 a.m. to 5:00 p.m., Friday and Saturday. The library is closed on Sundays.

LITERATURE REVIEW

Several studies have detailed the unique features and major goals of the PBL method [1–6], while some studies have focused on the role of the tutor or facilitator [7–9]. It has been said that students following PBL programs differed markedly, as did the library, from those following traditional medical programs [10–12]. These students had particular personal characteristics, such as a high degree of maturity and motivation, which encouraged them to take a proactive role in their own learning. Further, these attributes, together with the PBL method, have been thought to ensure lifelong learning, something that would be vital in the medical profession. Hence the outcome for students upon graduation was seen as a rather important aspect of PBL [13–14].

Researchers have also shown that the PBL method itself directed students to make maximum use of the library's resources [15–17]. Researchers have noted that librarians taught the use of technology as a means of accessing, organizing, and managing information, and that library instruction should therefore be a required part of the curriculum [18–22]. The significance of the librarian was emphasized in yet other studies [23–24], which described librarians not just as providers of books and other library material, but also as instructors in the use of modern technology.

Other authors [25] have published lists of core books and journals required in small medical libraries such as the MSL. Physical layout of a medical library involved in PBL was addressed in another study [26]. In a meta-analysis, increased use of reserve books by as much as twentyfold was noted [27].

METHODOLOGY

The research methodology included a questionnaire in addition to a search of the literature and analysis of relevant documents such as MSL annual reports, library publications, and other library records. The FMS course of study is a five-year program. Thirty percent of each year's intake of 100 students was included in the survey sample, for a total of 150 students. Approximately twenty lecturers (25%) were also included in the sample.

The survey was undertaken during December 1996 and January 1997. A package containing a letter of introduction and the questionnaire was distributed in the MSL to students and staff of the FMS. This package was distributed by the Circulation Desk staff, who were asked to check off the numbers for each category, as the questionnaire was distributed, from a table drawn up with consecutive numbers from 1 to 30 for each of five years for students and from 1 to 20 for lecturers.

The questionnaire consisted of twelve areas of concern, which addressed the adequacy of the collections of the MSL, as well as the user education programs and the infrastructure. There were ten structured questions and two open-ended questions, which were intended to elicit comments regarding the improvement of available services or the introduction of others.

RESULTS

A total of 170 questionnaires were distributed. The response rate was approximately 60% with 101 completed questionnaires returned. Responses revealed that 14%, 57%, and 24%, respectively, always, regularly, and sometimes found appropriate books; while 4.2%, 27.1%, and 44.8%, respectively, always, regularly, and sometimes found the needed journal articles. In regard to audiovisuals, 7.9%, 37.9%, and 40% found the collection very helpful, helpful, and somewhat helpful. A small percentage, 3% and 2%, were dissatisfied and very dissatisfied with the books and journals found for their course of study, while an average of 14.2% were dissatisfied with the audiovisual collection and the CAI programs.

The majority felt that their needs for physical amenities were well addressed. This is reflected by the following percentages under the headings “more than adequate,” “adequate,” and “somewhat adequate”: library building—15.5%, 62.9%, and 14.4%; seating accommodation—16.3%, 60.2%, and 15.3%; lighting—20.2%, 61.6%, and 14.1%, photocopy card service—6.4%, 28.7%, and 33%; signage—8.6%, 50%, and 22.9%; computer terminals—7.8%, 58.9%, and 25.6%; and access to MEDLINE workstations—3.5%, 34.1%, and 29.4%. Responses revealed that 51.5% and 41.6%, respectively, found that the library staff was always and regularly helpful, and 20.8% and 54.5 %, respectively, found that the staff always and regularly had a good knowledge of the collections. Opening hours, however, were found by 16.0% and 11.0% to be inadequate and very inadequate. There was evidence that library users at the MSL were satisfied with bibliographic and MEDLINE instruction, with 9.5%, 41.7%, and 28.6%; and 14.8%, 45.5%, and 26.1% for each service being very satisfied, satisfied, and somewhat satisfied. Internet access was the one source of obvious discontent, with 20.5% each being dissatisfied and very dissatisfied and 24.6% not responding to this query.

DISCUSSION

The responses suggested that the general collection fulfilled the wide self-selection of material that was typical in a PBL program, as observed by Marshall et al., Blake, Rankin, and Rankin and Sayre. Some of the dissatisfied patrons might have had access to other libraries, as was the case for the clinical students (years 4 and 5 of the program). They might have bought a larger number of the books they needed than other students, and therefore had an alternative to using library resources, as found by Marshall et al. The dissatisfied 5% were possibly what gave rise to the interlibrary loan (ILL) and overseas photocopy requests figures. ILL figures were examined and, over a seven-month period, only four interlibrary loan requests were made. This information seemed to corroborate the results of a low overall dissatisfaction level with the stock of the MSL. Conversely, a few comments indicated dissatisfaction with the Reserve Collection. Students felt that there should be more Reserve Collection items and more copies of these items. Despite relative satisfaction with the large general collection, there was a dependence on lecturers' suggested readings, as noted by Marshall et al.

Internet access at the MSL was introduced in mid-1996 with just one computer. The novelty of this technology in itself created a huge demand initially. Now, with a fairly high percentage of foreign students wishing to get in touch with significant others back home, email access has been very much in demand. The library's policy, which initially encouraged accessing only health-related information, soon broke down. Because of the high demand for email facilities, the workstation has always been fully booked, hence some of the complaints. Related complaints were for more Internet workstations, faster computers, and faster Web browsers.

CONCLUSION

Overall, the ratings suggest that the MSL was acceptable to patrons as a library involved in the PBL process. The material resources were generally adequate. The vast majority felt that their needs concerning physical amenities were well addressed. Patrons generally found the library staff to be helpful and knowledgeable about the collections and remote information access. Longer opening hours were needed and must be addressed by the library management. A well-stocked library, with a variety of media, should be an imperative. Students must know how to exploit to the fullest all the resources within the library and they must have access to remote resources through some form of document delivery, especially using the newer technology. User education would be absolutely essential to this exploitation and one of the fundamental elements in the success of a PBL curriculum and of lifelong learning.