Objective: This study sought to determine whether a flipped classroom that facilitated peer learning would improve undergraduate health sciences students' abilities to find, evaluate, and use appropriate evidence for research assignments.
Methods: Students completed online modules in a learning management system, with librarians facilitating subsequent student-directed, in-person sessions. Mixed methods assessment was used to evaluate program outcomes.
Results: Students learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews revealed strengthened partnerships between librarians and teaching faculty.
Conclusion: This pedagogy shows promise for implementing and evaluating a successful flipped information literacy program.
Keywords: Distance/Methods; Education; Educational Technology; Evidence-Based Practice/Education; Group Processes; Humans; Information Literacy; Learning; Libraries; Medical/Education; Program Development; Teaching/Methods.