Enhancing Information Literacy: Evaluating LibGuides for Medical Students’ use of Electronic Health Resources

Abstract

Background: The rapid growth of digital health information has transformed medical education, making electronic resources such as online journals, databases, and e-books essential for learning and clinical decision-making. However, the vast volume and complexity of online health information often overwhelm medical students, who may struggle to effectively locate, evaluate, and use credible sources. Information literacy skills are therefore critical for enabling students to engage with evidence-based medicine and make informed clinical judgments. Academic libraries increasingly employ tools such as LibGuides to organise and curate electronic resources in structured formats that support research and learning. Research Gap: Although previous studies have examined the use of LibGuides in academic settings, limited empirical research has focused specifically on their effectiveness in improving medical students’ information literacy and their ability to navigate complex electronic health resources. This gap is particularly evident in the context of medical education in developing countries, including Ghana. Aims: This study explored the challenges faced by medical students at the University of Health and Allied Sciences (UHAS) in accessing electronic health resources and examined the effectiveness of LibGuides in enhancing their information literacy skills. Methodology: A qualitative research design was employed to explore students’ experiences with electronic health information resources, guided by the Big6 Information Literacy Model as the conceptual framework. The study was conducted at the University of Health and Allied Sciences (UHAS), Ghana, and focused on undergraduate medical students from levels 100, 200, and 300 who had prior exposure to digital academic resources. Fifteen participants were purposively selected to provide rich, relevant insights. Data were collected through semi-structured interviews and continued until thematic data saturation was achieved. All interviews were audio-recorded with participants’ consent and transcribed verbatim. Thematic analysis was used to analyse the data, following a systematic coding process that involved familiarisation with transcripts, generation of initial codes, grouping of related codes into themes, and iterative refinement of emerging patterns. Trustworthiness was ensured through accurate transcription, consistent interpretation of responses, and strict confidentiality of participant information. Results: The findings revealed that students commonly experience stress, confusion, and information overload when searching for electronic resources. Major challenges included difficulty navigating databases, uncertainty in evaluating credibility, technical barriers such as paywalls, and limited confidence in independent information seeking. Students who used LibGuides reported improved efficiency, reduced anxiety, and greater confidence in locating and evaluating reliable sources. LibGuides were perceived as helpful due to their structured organisation, curated resources, and direct links to relevant databases and full-text materials. Conclusion: The study concluded that while medical students face significant barriers in navigating electronic health information, LibGuides represent a valuable tool for supporting information literacy development. The findings present the need for greater integration of LibGuides into medical curricula and targeted training to enhance students’ digital and information literacy skills.