On Campus Access: Electronic resources are accessible on-campus. Faculty, students and staff must register personal laptops and mobile devices with UNC Chapel Hill ITS.
UNC Hospitals Access: Always use links from Library websites. Onyen log-in is required when you select the first resource. Note: UpToDate is available within EPIC.
Off Campus Access: Always use links from Library websites. Onyen log-in is required when you select the first resource. Most electronic resources are accessible off-campus to students, faculty, and staff, including UNC Hospitals' staff.
The Health Sciences Library's Education Services is committed to working with faculty and students to determine what information literacy competencies students should demonstrate before graduating from one of the five health affairs schools at UNC-Chapel Hill, and to developing effective means for teaching the identified skills. Integration of these competencies into the curriculum gives them relevance and validity by allowing students to use the skills as part of required learning activities that can be transferred from one setting (the university) to another (their profession).
There are several ways to define core skills or competencies. Many groups, such as the American College of Preventive Medicine, identify core competencies as discrete tasks. The main problem with this approach is the need for constant revision. We based our original thinking on the Medical Informatics Objectives prepared by the Association of American Medical Colleges (AAMC) which looked at broader concepts. Since tasks are concrete activities used to practice and demonstrate the learning of concepts, it is necessary to identify specific tasks related to the boarder competencies and incorporate them into the learning objectives of specific curricula.
In 1999, the AAMC Medical Informatics Advisory Panel considered what role the competencies would support. The roles they identified were
While the AAMC competencies have evolved into other discrete area, we feel that the orginal five competencies identify are the roles most of our graduates will fill to some extent; it seems that most competencies are necessary for all areas. For our purposes, we use the term Professional for Clinician.
Health Affairs graduates should be able to:
Revised November 2010