Developing the information-seeking behavior scale for undergraduates

Purpose: The aim of this paper is to develop a standardized and reliable measurement tool for assessing information-seeking behavior of undergraduate students.Design/methodology/approach: Based on information literacy and information-seeking behavior theories, expert advice and students' interview, items of undergraduates' informationseeking behavior indicators were selected. With the analysis of homogeneity reliability, item analysis and factor analysis, this study constructs an assessment system to evaluate reliability and validity of the scale.Findings: The information-seeking behavior scale for undergraduates has divided undergraduates' information-seeking behavior into seven dimensions, which include 46 items. The reliability analysis of Cronbach's α was 0.910, and the coefficient of split-half reliability was0.817. The results of factor analysis showed that Kaiser-Meyer-Olkin(KMO) was 0.864,which indicates 55.536% of the total variation could be explained by the above seven dimensions.Research limitations: Due to a small sample size and limited sample distribution, further research need be conducted in an expanded sample size in order to explore the application scope of this evaluation system; in addition, the stability of the scale also need be confirmed.Practical implications: The paper sets up an information-seeking behavior evaluation system for undergraduates and explores the characteristics of their information-seeking behavior.This study provides guidance for the development of future information literacy education and the improvement of the information literacy level of undergraduates.Originality/value: An information-seeking behavior scale for undergraduates has been developed, which comprehensively covers information need, information source, information evaluation, information retrieval, information management, information utilization and information morality. The scale is proved to have good reliability, validity, popularity anddiscrimination that it is qualified to be an assessment tool of information-seeking behavior for Chinese undergraduates.

Virtual reality simulation in endoscopy training:Current evidence and future directions

Virtual reality simulation is becoming the standard when beginning endoscopic training. It offers various benefits including learning in a low-stakes environment, improvement of patient safety and optimization of valuable endoscopy time. This is a review of the evidence surrounding virtual reality simulation and its efficacy in teaching endoscopic techniques. There have been 21 randomized controlled trials(RCTs) that have investigated virtual reality simulation as a teaching tool in endoscopy. 10 RCTs studied virtual reality in colonoscopy, 3 in flexible sigmoidoscopy, 5 in esophagogastroduodenoscopy, and 3 in endoscopic retrograde cholangiopancreatography. RCTs reported many outcomes including distance advanced in colonoscopy, comprehensive assessment of technical and non-technical skills, and patient comfort. Generally, these RCTs reveal that trainees with virtual reality simulation based learning improve in all of these areas in the beginning of the learning process. Virtual reality simulation was not effective as a replacement of conventional teaching methods. Additionally, feedback was shown to be an essential part of the learning process. Overall, virtual reality endoscopic simulation is emerging as a necessary augment to conventional learning given the ever increasing importance of patient safety and increasingly valuable endoscopy time; although work is still needed to study the nuances surrounding its integration into curriculum.