Information literacy is the ability to find, evaluate, organize, use, and communicate information in all its various formats, most notably in situations requiring decision making, problem solving and the acquisition of knowledge. It is an essential skills for health professionals. This module aims to develop students' understanding of self as a knowledge seeker, evaluator and user, knowledge of both evidence-informed and non-evidence informed practices and clinical decision making. Critical thinking skills as a foundation of information literacy will be discussed and promoted. Students will consider the scientific, non-scientific and other bases of clinical practice and in doing so engage with and familiarise themselves with multiple types of evidence.

This module introduces students to the concept and importance of knowledge in society and clinical practice. Students will engage with how knowledge is generated, used, valued and interpreted to support decision making in clinical practice and society. Content includes: Defining knowledge; Knowledge sources; Information literacy; Evidence-informed practice; Types of evidence; Science, nonscience and peudoscience; Critical thinking; Cognitive bias and, Clinical reasoning.

On successful completion of this module, students will be able to: Exhibit a comprehensive understanding of the differences between scientific and non-scientific interventions. Explain the types and sources of evidence. Discuss the types of cognitive biases in thinking and decision making. Evaluate issues related to information literacy.

On successful completion of this module, students will be able to: Reflect on biases at individual, professional and institutional levels Demonstrate a commitment to critical thinking, clinical reasoning and reflections skills required to be autonomous, evidence informed lifelong learners.

On successful completion of this module, students will be able to:

Enquiry and problem based learning will form the pedalogical approach with each weeks contact starting with an EBL question and formative group discussion (graduate attributes: curious, agile, articulate). The final contact hour will introduce concepts, literature and further discussions for reflection and consideration (graduate attributes: responsbile, articulate, agile, curious, courageous). Students will be set a reading task focusing on recently published research prior to each week's session to gain topic familiarity prior to engaging in collaborative work (graduate attribute: responsible). Thus, student learning will be scaffolded with active self-directed reading (graduate attribute: curious, responsible), and opportunities for peer-to-peer discussion and learning (graduate attributes: articulate, agile). Content of discussions will overtly reference responsibility of students to be curious, evidence based practitioners and members of society (graduate attributes: responsible, curious). Recency of material will be reflected through group work and use of contemporary current topics as foci of discussions which reflect broad societal and focussed health and discipline content.