Information Literacy and Entrepreneurial Innovation in Medical Students: An Empirical Study

Information Literacy and Entrepreneurial Innovation in Medical Students: An Empirical Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Information Literacy and Entrepreneurial Innovation in Medical Students: An Empirical Study Gong Lixin, Lv Xinming, Tian Zhen, You Ya, Zhang Youyou, Wu Jianzhou, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5867430/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background Training in innovation and entrepreneurship (I&E) in medical education has become increasingly prevalentamong medical schools. The information literacy equips innovators with crucial information, facilitates resource integration, and has emerged as a powerful catalyst for driving innovation. Our study explores the current participation of the medical students in innovation and entrepreneurship and provides forwards the suggestions for integrating information literacy into innovation education. Methods A cross-sectional study was conducted among medical students at Shanghai Jiao Tong University School of Medicine, using a questionnaire to explore the relationship between information literacy and entrepreneurial innovation. The questionnaire comprises five sections, participant background, current involvement in innovation and entrepreneurship activities, satisfaction levels, and perceived needs and suggestions for support in I&E activities. Results A total of 178 medical students participated in this survey. The results indicate that the medical students primarily face challenges related to time constraints, insufficient energy and inadequate professional knowledge during their engagement in innovation and entrepreneurship activities. Peer-to-peer communication serves as the primary source of information in the initial stage of these activities, while expert consultation is the least used by students. Additionally, the students have a low demand for library resources. Students reported a moderately high level of satisfaction with the innovation and entrepreneurship resources provided by the school, with an average score of 3.63 on a 5-point scale. Conclusion This study highlights the vital role of information literacy in enhancing the medical students' innovation and entrepreneurship capabilities. By integrating information literacy into education, we can improve students' ability to access, analyze, and utilize information effectively, thus promoting innovation and ethical entrepreneurship. These findings provide valuable insights and a foundation for further research, while emphasizing the necessity of targeted educational strategies to support students' entrepreneurial development. I&E Information literacy Medical Education Figures Figure 1 Figure 2 Figure 3 Figure 4 Background Innovation, a complex and multifaceted concept that has evolved over time, can be defined as the creative process through which new or improved ideas are successfully developed and applied to produce practical and valuable outcomes [ 1 ]. This concept has exerted significant and far - reaching influences on medical education. The rapid advancement of healthcare technology is further integrating medicine and innovation, thereby expanding access to diagnostics and treatment through novel applications [ 2 ]. As a result, there is an increasing demand for healthcare professionals equipped with creative and innovative skills, which should be nurtured through medical education and training [ 3 ]. Education plays a crucial role in developing innovative and entrepreneurial skills [ 4 ]. To address the growing demand for advanced problem-solving and solution-development capabilities, many medical schools have increasingly incorporated innovation and entrepreneurship (I&E) training into their curricula [ 5 ]. Specifically, Innovation Education (IE) equips students to identify real-world challenges and design effective solutions, preparing them to address the complexities of modern healthcare [ 6 ]. Information literacy serves as pivotal for cultivating innovative talents. It not only aids students in identifying their information needs during the innovation process but also enables them to accurately assess when information is required, retrieve relevant data, evaluate its credibility, and employ it effectively. In a society characterized by dynamism and unpredictability, students are expected to transcend mere knowledge acquisition and develop critical thinking, creativity, innovation, and collaborative skills [ 7 , 8 ]. In this context, information literacy emerges as a fundamental tool to address the factors that impede innovation. In the era of Industry 4.0, the ability to interpret information is paramount, rendering information literacy an essential prerequisite for workplace learning [ 9 ]. Moreover, information behaviors support the development of innovative work practices, while diverse information sources further enhance employees' ability to develop innovative behaviors [ 10 ]. Previous studies have demonstrated that curriculum reform can act as a catalyst for innovation education [ 11 , 12] . Concurrently, evidence suggests that online distance learning effectively enhances medical students’ knowledge acquisition and significantly improves their proficiency in clinical competencies [ 13 ]. Medical students particularly benefit from courses that integrate digital technologies with the development of core clinical skills, fostering both technical adaptability and practical expertise [ 14 ]. Innovation education not only strengthens medical students’ research capabilities but also cultivates confidence in their learning processes, thereby empowering them to address complex healthcare challenges [ 15 ]. While existing research has explored curriculum-based innovation education and technology-enhanced remote learning models, the integration of information literacy cultivation into innovation education—specifically, leveraging information literacy to enhance students’ entrepreneurial and innovative competencies—remains underexplored. This gap underscores the need for further investigation into how structured information literacy training can synergize with innovation education frameworks to optimize outcomes in medical training and practice. Building upon the previous researches regarding curriculum reform and technological integration in innovation education, the practical applications such as student competitions and incorporating local cultural contexts provide effective strategies to address gaps in medical students' information literacy and entrepreneurship development. Therefore, the higher education institutions should prioritize strategies that "scale down" by focusing on fundamental skills and "scale deep" through cultivating a culture of innovation and leadership. By doing so, they can create an environment that values diverse knowledge sources and encourages students' initiative [ 16 ]. The student competitions have long been an inherent part of STEM education, with innovation competitions and programs (ICPs) playing a pivotal role in cultivating the innovative mindset among the students [ 17 , 18] . The American Medical Association (AMA) launched the Medical Education Innovation Challenge to gather medical students' insights on educational transformation, foster creative ideas, and identify innovative reform approaches in 2015 [ 19 ]. Besides, the Faculty of Pharmacy of Paris conducted a pharmacology tournament in 2021 and 2022, named “Pharmacotrophy”, to offer a game-, team- and competitive-based learning innovation based on fun and challenge [ 20 ]. Although medical and health professions education widely adopts the advanced technology to bolster teaching and learning processes, it is essential to incorporate local wisdom and cultural context into the adaptation of such technology [ 21 ]. The Chinese Ministry of Education has rolled out several initiatives to promote student innovation and entrepreneurship, including the Innovation and Entrepreneurship Training Program for College Students (IETP) and various competitions. Notably, the 'Challenge Cup' National College Students' Extracurricular Academic Science and Technology Works Competition (CC-EASC), the 'Challenge Cup' China College Students' Business Plan Competition (CC-BPC), and the China International 'Internet+' Undergraduate Innovation and Entrepreneurship Competition (CIIEC) have garnered significant attention. The 'Challenge Cup,' for instance, has attracted participation from over 2,000 institutions and engaged more than 2.5 million students through over 400,000 submissions. In line with the Global Standards for Basic Medical Education and the Chinese Standards for Basic Medical Education, Shanghai Jiao Tong University School of Medicine (SJTUSM) adopts a student-centered approach to cultivate the innovative medical talents by integrating innovation training into the curriculum. Annually, SJTUSM provides roughly 120 innovation and entrepreneurship training initiatives. Moreover, through a dedicated funding mechanism, it backs approximately 60 student projects, disbursing RMB 5,000 per project. SJTUSM actively encourages student participation in competitions such as the CC-EASC, a strategy that has led to notable achievements for students. Despite the growing emphasis on innovation, nurturing innovative capabilities among undergraduates confronts substantial challenges. These challenges predominantly originate from the deficiencies in professionalism, systematic organization, and practical efficacy within the innovation and entrepreneurship undertakings of higher education. [ 22 ]. This study, conducted at Shanghai Jiao Tong University School of Medicine, investigates the current engagement of medical undergraduates in innovation and entrepreneurship activities. It specifically examines the challenges they encounter and their unique needs in this context. Furthermore, the study explores how information literacy education can enhance their capabilities in the information age. Based on the foregoing discussion, this study aimed to address two key questions, one is “What challenges do the medical students face when participating in innovation and entrepreneurial activities?”, the other is “In what ways can their information literacy be enhanced to improve their participation in such activities?” This study investigates the engagement of Chinese medical undergraduates in innovation and entrepreneurship (I&E) activities across diverse educational stages, with a focus on identifying systemic barriers and unmet practical needs that hinder their participation. By analyzing these factors, the research aims to provide actionable insights for optimizing I&E training frameworks within medical education. Methods This study employed the online survey tool Wenjuanxing (WJX), a widely utilized online survey platform in China, to conduct a cross-sectional survey, systematically assessing the involvement of medical students from different academic years in innovation and entrepreneurship activities. The survey aimed to identify the challenges students encountered and their attendant needs throughout the process. The questionnaire was self-formulated, which consists of 17 items. The initial four items (Items 1-4) are dedicated to gathering demographic data, specifically focusing on the respondents' academic grades and majors, aiming to outline the basic characteristics of the sample. Subsequently, eight items (Items 5-12) focus on the respondents' past experiences in innovation and entrepreneurship projects. These questions delve into details such as project types, their willingness to participate, satisfaction levels, and difficulties they encountered during the practical process. The remaining five items (Items 13-17) are designed to explore the ways in which students acquire information during project execution, as well as the resource support they hope to receive. Satisfaction was measured using a 5 - point Likert Scale, with response options ranging from "very dissatisfied" (scored as 1), "dissatisfied" (scored as 2), "neutral" (scored as 3), "satisfied" (scored as 4), to "very satisfied" (scored as 5). Moreover, in an attempt to gain deeper insights into the challenges that students have faced during their innovation and entrepreneurship practice and the corresponding information support they expect, two open-ended questions were formulated. The participants in this questionnaire survey were mainly students from SJTUSM. Prior to obtaining their consent, they were fully informed about the nature and purpose of the study. All responses were kept anonymous. Descriptive analysis was performed on the survey responses. Results Out of the 178 surveyed students, 148 were undergraduates, accounting for 83.15% of the overall sample, while postgraduates (including master's and doctoral student) accounted for 16.85% (Table 1). The surveyed subjects have covered all academic levels, from first-year undergraduates to doctoral candidates. Moreover, the distribution of students across different grades was relatively even. Consequently, it is possible to objectively conduct an analysis of the current situation of medical students in SJTU. Table 1 The participants’ characteristics Categories Grade Number Percentage Undergraduate First year 27 15.17% Second year 41 23.03% Third year 25 14.04% Fourth year 31 17.42% Fifth year 24 13.48% Postgraduate Master's student 12 6.74% Doctoral student 18 10.11% As for the students' participation and willingness of innovation and entrepreneurship practices, among the 178 medical students surveyed in this study, 109 have participated in innovation and entrepreneurship-related competitions, such as the "College Students' Innovation and Entrepreneurship Competition", which accounts for 61.24% of the total as the largest percentage, "Undergraduate Innovation and Entrepreneurship Training Program", "Challenge Cup", and "Internet +". Meanwhile, 73 students had never engaged in any innovation and entrepreneurship practices, representing 41.01% of the sample (Fig. 1). Among these 73 students, 60 expressed their willingness to participate in such practices, while 13 were unwilling. Additionally, 2 students were preparing for starting their own businesses after graduation, accounting for 1.12% of the total. Taken together, out of the 178 medical students, 165 were willing to take part in innovation and entrepreneurship practices, accounting for 92.70%, and only 13 were unwilling, accounting for 7.30% (Fig. 2). The participation of students from different grades was also covered in the survey. Among 27 first-year undergraduate students, 6 students (22.22%) have participated in such competitions. The participation rate is higher among second-year undergraduates, with 17 out of 41 respondents (41.46%) having competition experience. Among third-year undergraduates, the participation rate is significant, with 17 out of 25 students (68.00%) while it is slightly higher among fourth-year undergraduates, with 22 out of 31 students (70.97%). The participation rate is highest among fifth-year undergraduates, with 21 out of 24 students (87.5%). At the postgraduate level, 11 out of 12 master's students (91.67%) and 15 out of 18 doctoral students (83.33%) have competition experience. These data reveal that the proportion of students participating in innovation and entrepreneurship competitions has shown a clear upward trend as students progress academically (Fig.1). The reason of the reluctance among 13 medical students who expressed their unwillingness to participate in innovation and entrepreneurship practices were investigated. One student (7.69%) cited the lack of relevant course resources, while two students (15.38%) reported difficulty in finding suitable mentors. Five students (38.46%) mentioned challenges in identifying topics of interest, and nine students (69.23%) indicated time constraints and insufficient energy as barriers. Additionally, nine students (69.23%) felt they lacked professional knowledge, while four students (30.77%) stated they had insufficient information of relevant projects or competitions. One student (7.69%) expressed concerns about the absence of an appropriate outcome assessment system (Table 2). Table 2 Reasons for Medical Students' Reluctance to Participate in Innovation and Entrepreneurship Practices Reason Number of Students Percentage (%) Lack of relevant course resources 1 7.69 Difficulty in finding suitable mentors 2 15.38 Challenges in identifying topics of interest 5 38.46 Time constraints and insufficient energy 9 69.23 Lack of professional knowledge 9 69.23 Insufficient information of projects/competitions 4 30.77 Absence of an appropriate outcome assessment system 1 7.69 A survey evaluating the satisfaction levels with current innovation and entrepreneurship resources was conducted among 178 medical students, using a 5-point Likert scale. As Figure3 shown, 1 student (0.56%) reported being very dissatisfied (1 point), 12 students (6.74%) expressed dissatisfaction (2 points), 67 students (37.64%) remained neutral (3 points), 70 students (39.33%) indicated satisfaction (4 points), and 28 students (15.73%) reported being very satisfied (5 points). The mean satisfaction score was calculated to be 3.63 (Fig.3). Concerning the access of information about innovation and entrepreneurship activities before taking part in, among the 178 medical students surveyed, 110 students (61.80%) learned about innovation and entrepreneurship through school courses, while 101 students (56.74%) gained knowledge through specialized lectures and seminars. Additionally, 92 students (51.69%) utilized the internet to access information on innovation and entrepreneurship, and 145 students (81.46%) acquired insights from peers. Among these methods, seeking information from peers ranked first, followed by learning through school courses, indicating that students prefer to get information from more accessible sources that are more directly relevant to their immediate environment (Table 3).These findings suggest that, although more than half of the students have used the internet to acquire information of innovation and entrepreneurship, it is not the primary means during the initial stages of engaging in such activities. Instead, students tend to rely more on interpersonal communications and formal educations. Table 3 Ways Medical Students Learn About Innovation and Entrepreneurship Activities Ways Number of Students Percentage (%) School courses 110 61.80 Specialized lectures and seminars 101 56.74 Internet 92 51.69 Peers 145 81.46 With respect to the sources of information for the medical students during innovation and entrepreneurship practices, among the 111 medical students surveyed who had participated in innovation and entrepreneurship competitions or were preparing for post-graduation entrepreneurship, 94 students (84.68%) utilized academic journals, 53 students (47.75%) accessed books, 76 students (68.47%) used online databases, 33 students (29.73%) relied on expert consultations, and 87 students (78.38%) employed internet searches(Table 4). Table 4 Ways Medical Students Acquire Resources for Innovation and Entrepreneurship Ways Number of Students Percentage (%) Academic journals 94 84.68 books (library resources) 53 47.75 Expert consultations 33 29.73 Online databases 76 68.47 Internet searches 87 78.38 To sum up, the highest proportions of the students utilized the academic journals and internet searches, reaching 84.68% and 78.38% respectively, indicating a strong preference for online tools in information acquisition, while the use of online databases and library resources was comparatively lower, at 68.47% and 47.75% respectively. In contrast, only 29.73% of the students opted for expert consultations (Fig.4). Comparing across different academic stages, the proportion of the medical students using academic journals and library resources is relatively consistent. However, there is a notable disparity in the reliance on expert consultations and internet searches among the students at different stages: master's and doctoral students tended to rely more on expert consultations, while undergraduate medical students prefered internet searches. On the subject of the difficulties of retrieving required information during innovation and entrepreneurship practices, 111 medical students who had participated in innovation and entrepreneurship competitions or were preparing for post-graduation entrepreneurship were surveyed. 36 students (32.43%) reported difficulty in finding the necessary information, 87 students (78.38%) faced challenges due to excessive information volume and thus difficulty in filtering, 66 students (59.46%) encountered issues with unreliable sources and inconsistent quality of information, 24 students (21.62%) mentioned a lack of effective retrieval tools or methods, and 36 students (32.43%) reported restricted access to certain resources (Table 5). Additionally, 38 students (34.23%) also cited insufficient foreign language proficiency as a barrier. Table 5 Main Difficulties Encountered by Medical Students When Retrieving Required Information Difficulty Number of Students Percentage (%) Difficulty in finding necessary information 36 32.43 Excessive information volume, difficulty in filtering 87 78.38 Unreliable sources, inconsistent information quality 66 59.46 Insufficient foreign language proficiency 38 34.23 Lack of effective retrieval tools or methods 24 21.62 Restricted access to resources 36 32.43 Ways to tackle the difficulties to some extent and enhance students' information literacy were then surveyed among 178 medical students. 116 students (65.17%) believed that the school should offer information-related courses, 113 students (63.48%) suggested organizing specialized lectures and workshops, 105 students (58.99%) recommended providing individual tutoring and consultations, 110 students (61.80%) advocated for the availability of online learning resources, and 79 students (44.38%) proposed improving access to library resources and services. The results indicate a higher demand for information-related courses, specialized lectures and workshops, while the need for library resources and services is relatively lower (Table 6). Table 6 Support Provided to Enhance Students' Information Literacy Ways Number of Students Percentage (%) Information-related courses 116 65.17 Specialized lectures and workshops 113 63.48 Individual tutoring and consultations 105 58.99 Online learning resources 110 61.80 Improved access to library resources and services 79 44.38 Discussion The Association of College and Research Libraries (ACRL) Framework for Information Literacy provides a foundational guide for cultivating essential skills in medical education. Specifically, this framework emphasizes that information literacy extends far beyond basic information management—it is a critical competency that enhances students' ability to locate, evaluate, and apply information effectively, while simultaneously fostering metacognitive skills such as self-regulated learning and reflective practice. This enables students to critically reflect on and refine their information acquisition strategies, thereby improving their academic performance and professional capabilities. The ACRL Framework emphasizes critical thinking, information evaluation, and proficient information use. By guiding students to identify their information needs, select reliable sources, and apply information in both academic research and clinical practice, the framework promotes creative thinking and innovation—qualities essential for addressing complex medical challenges. [ 23 ]. Moreover, integrating technology and innovation into medical education equips students with the skills necessary to navigate the rapidly evolving medical landscape, preparing them to meet the demands of modern healthcare. [23, 24 ]. When it comes to the inherent motivational elements that impel students to participate in innovation and entrepreneurship activities, Self-Determination Theory (SDT) offers a complementary perspective [ 25 ]. SDT emphasizes that intrinsic motivation—rooted in the fulfillment of autonomy, competence, and relatedness—is essential for sustaining participation in innovative endeavors [ 26 ]. To foster such motivation, institutions must implement supportive strategies, including access to resources, interdisciplinary collaboration opportunities, diversified assessment frameworks, and structured mentorship programs. Furthermore, cultivating information literacy plays a pivotal role in this process. By equipping students with skills to independently identify, evaluate, and apply information, information literacy not only enhances academic self-efficacy and reduces barriers to innovation but also reinforces intrinsic motivation by directly addressing individuals' needs for autonomy, competence, and relatedness [ 27 ]. Medical students face three primary obstacles in innovation and entrepreneurship (I&E) endeavors: time constraints, gaps in professional knowledge, and the need to enhance information literacy. First, time constraints—largely attributable to demanding academic workloads—emerge as the most significant barrier to participation in I&E activities [ 28 , 29] . This challenge is not isolated; comparative studies from the UK and Arab countries corroborate that heavy curricular demands universally limit medical students' capacity for extracurricular innovation initiatives [ 30 , 31] . Second, insufficient professional knowledge hinders students' ability to translate ideas into viable projects, reflecting a disconnect between theoretical training and practical innovation requirements. Third, the need to strengthen information literacy further compounds these challenges, as students often lack the skills to systematically access, evaluate, and apply information in entrepreneurial contexts. Empirical evidence from this study aligns with these observations. Among 178 respondents, 13 students explicitly cited time constraints and energy deficits as their primary reasons for non-participation in I&E activities (Table 2). These findings underscore the urgent need for structural reforms in medical education to address systemic impediments to innovation engagement. To address this issue without exacerbating students' workload, it is crucial to integrate innovation programs into the existing curriculum [29]. Educational leaders in the medical academic community are obliged to engage in interdisciplinary collaboration to establish a balanced and sustainable workload for students, ensuring alignment between academic expectations and students' capacity and well-being [ 32 ]. Notably, among various factors, only students' preference for organization significantly influences their perceived control over time , thereby mitigating stress levels [ 33 ]. Furthermore, embedding practical, real-world challenges into medical entrepreneurship education can stimulate engagement. Structured programs centered on real-world applications not only improve clinical competencies but also deepen theoretical understanding by bridging classroom learning with practice [ 34 ]. Information literacy, far from being a mere skill, is essential for enhancing the efficiency of professional learning and fostering students' engagement in innovation and entrepreneurship activities, as it underpins the creation of high-caliber mind maps that streamline knowledge organization, promote cognitive development, and optimize information retrieval and analysis, thereby equipping students with the capacity to navigate complex information landscapes and develop creative solutions. Furthermore, our findings indicate that insufficient professional knowledge is a substantial obstacle to students' participation in innovation and entrepreneurship practices. Among those reluctant to participate, 69.23% cited this factor (as shown in Table 2), a proportion comparable to those affected by time constraints. This suggests the necessity for further investigation. Constructivist learning theory emphasizes that medical students actively construct knowledge by integrating theory and practice within authentic or simulated clinical contexts, thereby developing personalized cognitive frameworks in medicine [ 35 ]. To foster deeper knowledge internalization and enhance its practical application in clinical scenarios, instructors should adopt customized teaching strategies, such as clinical case-based methods and problem-oriented learning, aligned with students' characteristics and learning objectives. By integrating information technology and educational resources, instructors can facilitate the construction of students' cognitive frameworks, promoting a transition from passive knowledge acquisition to active, self-directed learning. The integration of virtual reality and AI tools in medical education significantly enhances students' academic performance, particularly in terms of knowledge retention and skill acquisition, while also boosting learning motivation and content mastery [ 36 , 37 ]. By strategically incorporating these pedagogical approaches and technological innovations, educators can effectively cultivate medical students' entrepreneurial competencies, enabling them to tackle real-world healthcare challenges, engage in innovative problem-solving, and develop a transformative mindset in medical practice. When it comes to information acquisition, our study reveals that during the initial stages of innovation and entrepreneurship practices, the internet does not serve as the primary means for students to obtain relevant information or gain an understanding of the field. Indeed, they prefer obtaining information from peers and instructors, with 81.46% of respondents (Table 3) adopting this approach. Peer-assisted learning (PAL) not only stimulates collaboration among students but also augments their knowledge, confidence, time management, teamwork, and reflective skills, among others [ 38 ]. In addition, peer interactions provide real-time feedback and emotional reinforcement, which strengthens students' comprehension of innovation and entrepreneurship initiatives, consequently increasing their motivation to participate in these activities [ 39 ]. Also, universities are advised to develop dedicated online platforms for sharing innovation and entrepreneurship resources, which enables the efficient collaboration and knowledge exchange between the faculty and students throughout the innovation process. Through such online discussion platforms, the students can engage in asynchronous communication, share perspectives, and deepen their understanding of knowledge through interaction. This approach significantly enhances the student's engagement and knowledge construction capabilities, particularly in collaborative learning and task-oriented activities [ 40 ]. Conclusively, such platforms can significantly enhance interdisciplinary communication and resource utilization in medical education, ultimately fostering a more vibrant ecosystem for cultivating medical innovation competencies. Our analysis revealed that expert consultation was the least utilized information source among medical students engaged in innovation and entrepreneurship (I&E) activities. Of the 111 participants—comprising students who had participated in I&E competitions or were preparing for post-graduation entrepreneurial initiatives—only 29.73% reported relying on expert consultation (Table 4). This underutilization may reflect broader cultural dynamics: in settings characterized by high power distance, teacher-student relationships often emphasize hierarchical authority, with pedagogical models centering on instructor-led instruction rather than student agency [ 41 ]. Such environments can inadvertently suppress students’ initiative to seek expert guidance during I&E activities, as deference to authority may discourage proactive engagement. Nevertheless, teachers have the potential to influence the power distance index by shaping the nature of their relationships with students—whether close or distant—thereby impacting students' emotional states and classroom interactions [ 42 ]. The Teachers, therefore, should fulfill a dual role as both academic instructors and life mentors [ 43 ],adopting a humble teaching approach that prioritizes students' well-being and fosters active interaction. In cultures where teacher respect is highly valued, this approach can effectively enhance students' satisfaction of fundamental psychological needs and promote their holistic well-being.By cultivating an environment characterized by mutual respect and active engagement, educators can facilitate the development of students' information literacy and entrepreneurial competencies. These skills are essential for achieving success in the constantly evolving landscape of contemporary medical education. This study identified a critical issue—the challenges in filtering the excessive influx of information and concerns regarding the credibility of information sources represent a substantial obstacle faced by students (Table 5). The library functions as a vital platform for the readers to acquire the information, and also undertakes the responsibility of fostering readers' information literacy [ 44 ]. However, when articulating the support needed from institutions during innovation and entrepreneurship processes, the students ranked library resources and services as the least prioritized (Table 6). Libraries and their organizational units are consistently positioned as central facilitators of information access, playing an essential part in underpinning academic learning and research initiatives [ 45 ]. To augment the student experience and align with the university's strategic objectives, the library activities must be clearly linked to key organizational aims, particularly those related to learning and teaching strategies [ 46 ]. This alignment is further strengthened by integrating information literacy into innovation education, thereby enhancing its relevance and value for students. All in all, information literacy has been increasingly recognized as a critical factor in enhancing entrepreneurial skills, playing a crucial role in fostering innovation and creativity among university students [ 47 ]. By enhancing information processing capabilities and providing technological support, it significantly boosts students' innovative capacities, enhancing their academic achievements and entrepreneurial potential [ 48 ]. Additionally, information literacy facilitates the identification of information needs and promotes knowledge generation, both of which arecrucial for effective workplace learning [ 49 ]. However, successful implementation of information literacy programs faces challenges such as limited resources and inadequate assessment mechanisms, which demand immediate attention [ 50 ]. Actually, ensuring a reliable internet connection is essential for uninterrupted access to digital resources, and proficiency in information literacy skills is vital for cultivating effective information-seeking behaviors and promoting lifelong learning competencies [ 51 , 52 ]. By heightening information awareness and developing expertise in information retrieval, analysis, and utilization, students can effectively capture relevant information for innovation and entrepreneurship activities, while adhering to information ethics. This strengthens their information processing capabilities, enabling active participation and significant contributions to innovation and entrepreneurship practices. Limitation The study is constrained by several limitations. The relatively restricted sample size may limit the generalizability of the findings, and the employment of online questionnaires give rise to subjective biases, which could potentially undermine the objectivity of the outcomes. Not with standing these limitations, the study offers valuable insights into how information literacy education can enhance students' innovation and entrepreneurship capabilities, thereby laying a groundwork for further exploration. Abbreviations I&E Innovation and Entrepreneurship IE Innovation Education ICPs Innovation Competitions and Programs AMA The American Medical Association IETP The Innovation and Entrepreneurship Training Program CC - EASC The 'Challenge Cup' National College Students' Extracurricular Academic Sci ence and Technology Works Competition CC - BPC The 'Challenge Cup' China College Students' Business Plan Competition CIIEC The China International 'Internet+' Undergraduate Innovation and Entrepreneur- ship Competition SJTUSM Shanghai Jiao Tong University School of Medicine WJX Wenjuanxing ACRL The Association of College and Research Libraries SDT Self - Determination Theory Declarations Acknowledgements The authors thank the students of the Shanghai Jiao Tong University School of Medicine for their willingness. Funding This work was supported by Medical Education Research Project of Medical Education Branch of Chinese Medical Association (2023B344), 2023 Shanghai Key Undergraduate Education Reform Project(202347), 2024 Shanghai Educational Science Research Project (C2024156), 2023 Shanghai Jiao Tong University School of Medicine Key Undergraduate Education Reform Project(202313), 2024 Annual Planning Research Project of Shanghai Higher Education Association (2QYB24079), 2024 Shanghai Jiao Tong University Decision-Making Consultation Research Project (JCZXZGC202407), 2024 Shanghai Jiao Tong University AI + Education Special Fund (CTLD24A0091). Contributions GLX conducted the literature search for the background of the study, analyzed and wrote the majority of the article. LXM, TX, YY, ZYY and WJZ designed and distributed the questionnaire, collected data for the study. NXY contributed to study design, revising the article and oversaw the study. All authors read and approved the final manuscript. Availability of data and materials All data generated or analyzed during this study are included in this published article. Ethics approval and consent to participate The questionnaire introduction clearly outlines the research objectives, societal value, data collection scope, potential privacy risks, and mitigation measures. Participants are informed that submitting their responses constitutes informed consent, and they retain the right to withdraw at any time. Given the comprehensive informed consent process and the study's minimal ethical risks, no further ethical review is deemed necessary. Competing interests The authors declare no competing interests. Clinical trial number Not applicable. References Taylor SP. What Is Innovation? A Study of the Definitions, Academic Models and Applicability of Innovation to an Example of Social Housing in England. 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Jurnal Aplikasi Bisnis Dan Manajemen (JABM). 2024;10(3):847. https://doi.org/10.17358/jabm.10.3.847 Sun, C., Liu, J., Razmerita, L., Xu, Y., & Qi, J. Higher Education to Support Sustainable Development: The Influence of Information Literacy and Online Learning Process on Chinese Postgraduates’ Innovation Performance. Sustainability.2022; 14(13), 7789. https://doi.org/10.3390/su14137789 Middleton L, Hall H. Workplace information literacy: a bridge to the development of innovative work behaviour. J DOC. 2021;77(6):1343-63. https://doi.org/10.1108/JD-03-2021-0065 Sulistiawan, A., & Idrus, A. Systematic Literature Review: Innovative Teaching Strategies For Integrating Entrepreneurship To Health Education. Jambi Medical Journal: Jurnal Kedokteran Dan Kesehatan.2024; 12(1), 97-106. https://doi.org/10.22437/jmj.v12i1.33320 Khomo MP, Naicker N, Chisita CT, Rajkoomar M. Factors contributing to the successful development and use of mobile digital libraries: a systematic literature review. DIGIT LIBR PERSPECT. 2023;39(3):353-70. https://doi.org/10.1108/DLP-08-2022-0062 Tachie-Donkor G, Ezema IJ. Effect of information literacy skills on university students’ information seeking behaviour and lifelong learning. HELIYON. 2023; 9(8):e18427. https://doi.org/10.1016/j.heliyon.2023.e18427 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5867430","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":407991651,"identity":"0ef7e951-de88-4cfc-b3a8-5196f56eeb6e","order_by":0,"name":"Gong Lixin","email":"","orcid":"","institution":"Shanghai Jiao Tong University School of Medicine","correspondingAuthor":false,"prefix":"","firstName":"Gong","middleName":"","lastName":"Lixin","suffix":""},{"id":407991652,"identity":"16881cd5-8cf5-4826-94f9-d52a20c680e9","order_by":1,"name":"Lv Xinming","email":"","orcid":"","institution":"Shanghai Jiao Tong University School of 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09:42:42","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":24575,"visible":true,"origin":"","legend":"\u003cp\u003eStudents' Willingness to Participate in I\u0026amp;E Related Activities\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-5867430/v1/42cd6453e11d58a19794df70.png"},{"id":75000660,"identity":"32aea794-2c44-4665-b0bb-8ad137579929","added_by":"auto","created_at":"2025-01-29 09:42:42","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":18912,"visible":true,"origin":"","legend":"\u003cp\u003eMedical Students' Satisfaction with I\u0026amp;E Resources\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-5867430/v1/584cbadfbd26f7ef3d597693.png"},{"id":75002544,"identity":"96b8e828-fcb5-4c80-a28a-e822727e1e70","added_by":"auto","created_at":"2025-01-29 09:58:42","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":32754,"visible":true,"origin":"","legend":"\u003cp\u003eComparison of Information Acquisition Methods Among Medical Students Across Academic Years\u003c/p\u003e","description":"","filename":"4.png","url":"https://assets-eu.researchsquare.com/files/rs-5867430/v1/ec6b7ef178c006a23887457c.png"},{"id":78519544,"identity":"f09966fb-cbea-465f-a038-7f7d5ad48bad","added_by":"auto","created_at":"2025-03-14 11:39:04","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":729256,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5867430/v1/805113c8-04c0-4fd2-8a55-675e762397e2.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Information Literacy and Entrepreneurial Innovation in Medical Students: An Empirical Study","fulltext":[{"header":"Background","content":"\u003cp\u003eInnovation, a complex and multifaceted concept that has evolved over time, can be defined as the creative process through which new or improved ideas are successfully developed and applied to produce practical and valuable outcomes [\u003csup\u003e1\u003c/sup\u003e]. This concept has exerted significant and far - reaching influences on medical education. The rapid advancement of healthcare technology is further integrating medicine and innovation, thereby expanding access to diagnostics and treatment through novel applications [\u003csup\u003e2\u003c/sup\u003e]. As a result, there is an increasing demand for healthcare professionals equipped with creative and innovative skills, which should be nurtured through medical education and training [\u003csup\u003e3\u003c/sup\u003e]. Education plays a crucial role in developing innovative and entrepreneurial skills [\u003csup\u003e4\u003c/sup\u003e]. To address the growing demand for advanced problem-solving and solution-development capabilities, many medical schools have increasingly incorporated innovation and entrepreneurship (I\u0026amp;E) training into their curricula [\u003csup\u003e5\u003c/sup\u003e]. Specifically, Innovation Education (IE) equips students to identify real-world challenges and design effective solutions, preparing them to address the complexities of modern healthcare [\u003csup\u003e6\u003c/sup\u003e].\u003c/p\u003e\n\u003cp\u003eInformation literacy serves as pivotal for cultivating innovative talents. It not only aids students in identifying their information needs during the innovation process but also enables them to accurately assess when information is required, retrieve relevant data, evaluate its credibility, and employ it effectively. In a society characterized by dynamism and unpredictability, students are expected to transcend mere knowledge acquisition and develop critical thinking, creativity, innovation, and collaborative skills [\u003csup\u003e7\u003c/sup\u003e,\u003csup\u003e8\u003c/sup\u003e]. In this context, information literacy emerges as a fundamental tool to address the factors that impede innovation. In the era of Industry 4.0, the ability to interpret information is paramount, rendering information literacy an essential prerequisite for workplace learning [\u003csup\u003e9\u003c/sup\u003e]. Moreover, information behaviors support the development of innovative work practices, while diverse information sources further enhance employees\u0026apos; ability to develop innovative behaviors [\u003csup\u003e10\u003c/sup\u003e].\u003c/p\u003e\n\u003cp\u003ePrevious studies have demonstrated that curriculum reform can act as a catalyst for innovation education [\u003csup\u003e11\u003c/sup\u003e,\u003csup\u003e12]\u003c/sup\u003e.\u0026nbsp;Concurrently, evidence suggests that online distance learning effectively enhances medical students\u0026rsquo;\u0026nbsp;knowledge acquisition and significantly improves their proficiency in clinical competencies [\u003csup\u003e13\u003c/sup\u003e].\u0026nbsp;Medical students particularly benefit from courses that integrate digital technologies with the development of core clinical skills, fostering both technical adaptability and practical expertise [\u003csup\u003e14\u003c/sup\u003e].\u0026nbsp;Innovation education not only strengthens medical students\u0026rsquo;\u0026nbsp;research capabilities but also cultivates confidence in their learning processes, thereby empowering them to address complex healthcare challenges [\u003csup\u003e15\u003c/sup\u003e].\u0026nbsp;While existing research has explored curriculum-based innovation education and technology-enhanced remote learning models, the integration of information literacy cultivation into innovation education\u0026mdash;specifically, leveraging information literacy to enhance students\u0026rsquo;\u0026nbsp;entrepreneurial and innovative competencies\u0026mdash;remains underexplored. This gap underscores the need for further investigation into how structured information literacy training can synergize with innovation education frameworks to optimize outcomes in medical training and practice.\u003c/p\u003e\n\u003cp\u003eBuilding upon the previous researches regarding curriculum reform and technological integration in innovation education, the practical applications such as student competitions and incorporating local cultural contexts provide effective strategies to address gaps in medical students\u0026apos; information literacy and entrepreneurship development. Therefore, the higher education institutions should prioritize strategies that \u0026quot;scale down\u0026quot; by focusing on fundamental skills and \u0026quot;scale deep\u0026quot; through cultivating a culture of innovation and leadership. By doing so, they can create an environment that values diverse knowledge sources and encourages students\u0026apos; initiative [\u003csup\u003e16\u003c/sup\u003e].\u003c/p\u003e\n\u003cp\u003eThe student competitions have long been an inherent part of STEM education, with innovation competitions and programs (ICPs) playing a pivotal role in cultivating the innovative mindset among the students [\u003csup\u003e17\u003c/sup\u003e,\u003csup\u003e18]\u003c/sup\u003e. The American Medical Association (AMA) launched the Medical Education Innovation Challenge to gather medical students\u0026apos; insights on educational transformation, foster creative ideas, and identify innovative reform approaches in 2015 [\u003csup\u003e19\u003c/sup\u003e]. Besides, the Faculty of Pharmacy of Paris conducted a pharmacology tournament in 2021 and 2022, named \u0026ldquo;Pharmacotrophy\u0026rdquo;, to offer a game-, team- and competitive-based learning innovation based on fun and challenge [\u003csup\u003e20\u003c/sup\u003e]. Although medical and health professions education widely adopts the advanced technology to bolster teaching and learning processes, it is essential to incorporate local wisdom and cultural context into the adaptation of such technology [\u003csup\u003e21\u003c/sup\u003e].\u003c/p\u003e\n\u003cp\u003eThe Chinese Ministry of Education has rolled out several initiatives to promote student innovation and entrepreneurship, including the Innovation and Entrepreneurship Training Program for College Students (IETP) and various competitions. Notably, the \u0026apos;Challenge Cup\u0026apos; National College Students\u0026apos; Extracurricular Academic Science and Technology Works Competition (CC-EASC), the \u0026apos;Challenge Cup\u0026apos; China College Students\u0026apos; Business Plan Competition (CC-BPC), and the China International \u0026apos;Internet+\u0026apos; Undergraduate Innovation and Entrepreneurship Competition (CIIEC) have garnered significant attention. The \u0026apos;Challenge Cup,\u0026apos; for instance, has attracted participation from over 2,000 institutions and engaged more than 2.5 million students through over 400,000 submissions. In line with the Global Standards for Basic Medical Education and the Chinese Standards for Basic Medical Education, Shanghai Jiao Tong University School of Medicine (SJTUSM) adopts a student-centered approach to cultivate the innovative medical talents by integrating innovation training into the curriculum. Annually, SJTUSM provides roughly 120 innovation and entrepreneurship training initiatives. Moreover, through a dedicated funding mechanism, it backs approximately 60 student projects, disbursing RMB 5,000 per project. SJTUSM actively encourages student participation in competitions such as the CC-EASC, a strategy that has led to notable achievements for students.\u003c/p\u003e\n\u003cp\u003eDespite the growing emphasis on innovation, nurturing innovative capabilities among undergraduates confronts substantial challenges. These challenges predominantly originate from the deficiencies in professionalism, systematic organization, and practical efficacy within the innovation and entrepreneurship undertakings of higher education. [\u003csup\u003e22\u003c/sup\u003e].\u0026nbsp;This study, conducted at Shanghai Jiao Tong University School of Medicine, investigates the current engagement of medical undergraduates in innovation and entrepreneurship activities. It specifically examines the challenges they encounter and their unique needs in this context. Furthermore, the study explores how information literacy education can enhance their capabilities in the information age.\u003c/p\u003e\n\u003cp\u003eBased on the foregoing discussion, this study aimed to address two key questions, one is \u0026ldquo;What challenges do the medical students face when participating in innovation and entrepreneurial activities?\u0026rdquo;, the other is \u0026ldquo;In what ways can their information literacy be enhanced to improve their participation in such activities?\u0026rdquo; This study investigates the engagement of Chinese medical undergraduates in innovation and entrepreneurship (I\u0026amp;E) activities across diverse educational stages, with a focus on identifying systemic barriers and unmet practical needs that hinder their participation. By analyzing these factors, the research aims to provide actionable insights for optimizing I\u0026amp;E training frameworks within medical education.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eThis study employed the online survey tool Wenjuanxing (WJX), a widely utilized online survey platform in China, to conduct a cross-sectional survey, systematically assessing the involvement of medical students from different academic years in innovation and entrepreneurship activities. The survey aimed to identify the challenges students encountered and their attendant needs throughout the process.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe questionnaire was self-formulated, which consists of 17 items. The initial four items (Items 1-4) are dedicated to gathering demographic data, specifically\u0026nbsp;focusing on\u0026nbsp;the respondents\u0026apos; academic grades and majors, aiming to\u0026nbsp;outline the basic characteristics of the sample. Subsequently, eight items (Items 5-12) focus on the respondents\u0026apos; past experiences in innovation and entrepreneurship projects. These questions delve into details such as project types,\u0026nbsp;their\u0026nbsp;willingness to participate, satisfaction levels, and difficulties\u0026nbsp;they\u0026nbsp;encountered during the practical process. The remaining five items (Items 13-17) are designed to explore the ways in which students acquire information during project execution, as well as the resource support they hope to receive. Satisfaction was measured using a 5 - point Likert Scale, with response options ranging from \u0026quot;very dissatisfied\u0026quot; (scored as 1), \u0026quot;dissatisfied\u0026quot; (scored as 2), \u0026quot;neutral\u0026quot; (scored as 3), \u0026quot;satisfied\u0026quot; (scored as 4), to \u0026quot;very satisfied\u0026quot; (scored as 5). Moreover,\u0026nbsp;in an attempt to gain deeper insights into the challenges that students have faced during their innovation and entrepreneurship practice and the corresponding information support they expect, two open-ended questions\u0026nbsp;were formulated.\u003c/p\u003e\n\u003cp\u003eThe participants in this questionnaire survey were mainly students from SJTUSM. Prior to obtaining their consent, they were fully informed about the nature and purpose of the study. All responses were kept anonymous. Descriptive analysis was performed on the survey responses.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eOut of the 178 surveyed students, 148 were undergraduates, accounting for 83.15% of the overall sample, while postgraduates (including master\u0026apos;s and doctoral student) accounted for 16.85% (Table 1). The surveyed subjects have covered all academic levels, from first-year undergraduates to doctoral candidates. Moreover, the distribution of students across different grades was relatively even. Consequently, it is possible to objectively conduct an analysis of the current situation of medical students in SJTU.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1\u003c/strong\u003e The participants\u0026rsquo; characteristics\u003c/p\u003e\n\u003cdiv align=\"center\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCategories\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 189px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGrade\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 147px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" style=\"width: 132px;\"\u003e\n \u003cp\u003eUndergraduate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 189px;\"\u003e\n \u003cp\u003eFirst year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 147px;\"\u003e\n \u003cp\u003e15.17%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 189px;\"\u003e\n \u003cp\u003eSecond year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e41\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 147px;\"\u003e\n \u003cp\u003e23.03%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 189px;\"\u003e\n \u003cp\u003eThird year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 147px;\"\u003e\n \u003cp\u003e14.04%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 189px;\"\u003e\n \u003cp\u003eFourth year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 147px;\"\u003e\n \u003cp\u003e17.42%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 189px;\"\u003e\n \u003cp\u003eFifth year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 147px;\"\u003e\n \u003cp\u003e13.48%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 132px;\"\u003e\n \u003cp\u003ePostgraduate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 189px;\"\u003e\n \u003cp\u003eMaster\u0026apos;s student\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 147px;\"\u003e\n \u003cp\u003e6.74%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 189px;\"\u003e\n \u003cp\u003eDoctoral student\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 147px;\"\u003e\n \u003cp\u003e10.11%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eAs for the students\u0026apos; participation and willingness of innovation and entrepreneurship practices, among the 178 medical students surveyed in this study, 109 have participated in innovation and entrepreneurship-related competitions, such as the \u0026quot;College Students\u0026apos; Innovation and Entrepreneurship Competition\u0026quot;, which accounts for 61.24% of the total as the largest percentage, \u0026quot;Undergraduate Innovation and Entrepreneurship Training Program\u0026quot;, \u0026quot;Challenge Cup\u0026quot;, and \u0026quot;Internet +\u0026quot;. \u0026nbsp;Meanwhile, 73 students had never engaged in any innovation and entrepreneurship practices, representing 41.01% of the sample (Fig. 1). Among these 73 students, 60 expressed their willingness to participate in such practices, while 13 were unwilling. Additionally, 2 students were preparing for starting their own businesses after graduation, accounting for 1.12% of the total. Taken together, out of the 178 medical students, 165 were willing to take part in innovation and entrepreneurship practices, accounting for 92.70%, and only 13 were unwilling, accounting for 7.30% (Fig. 2).\u003c/p\u003e\n\u003cp\u003eThe participation of students from different grades was also covered in the survey. Among 27 first-year undergraduate students, 6 students (22.22%) have participated in such competitions. The participation rate is higher among second-year undergraduates, with 17 out of 41 respondents (41.46%) having competition experience. Among third-year undergraduates, the participation rate is significant, with 17 out of 25 students (68.00%) while it is slightly higher among fourth-year undergraduates, with 22 out of 31 students (70.97%). The participation rate is highest among fifth-year undergraduates, with 21 out of 24 students (87.5%). At the postgraduate level, 11 out of 12 master\u0026apos;s students (91.67%) and 15 out of 18 doctoral students (83.33%) have competition experience. These data reveal that the proportion of students participating in innovation and entrepreneurship competitions has shown a clear upward trend as students progress academically (Fig.1).\u003c/p\u003e\n\u003cp\u003eThe reason of the reluctance among 13 medical students who expressed their unwillingness to participate in innovation and entrepreneurship practices were investigated. One student (7.69%) cited the lack of relevant course resources, while two students (15.38%) reported difficulty in finding suitable mentors. Five students (38.46%) mentioned challenges in identifying topics of interest, and nine students (69.23%) indicated time constraints and insufficient energy as barriers. Additionally, nine students (69.23%) felt they lacked professional knowledge, while four students (30.77%) stated they had insufficient information of relevant projects or competitions. One student (7.69%) expressed concerns about the absence of an appropriate outcome assessment system (Table 2).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2\u0026nbsp;\u003c/strong\u003eReasons for Medical Students\u0026apos; Reluctance to Participate in Innovation and Entrepreneurship Practices\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eReason\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of Students\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eLack of relevant course resources\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e7.69\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eDifficulty in finding suitable mentors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e15.38\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eChallenges in identifying topics of interest\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e38.46\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eTime constraints and insufficient energy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e69.23\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eLack of professional knowledge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e69.23\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eInsufficient information of projects/competitions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e30.77\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eAbsence of an appropriate outcome assessment system\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e7.69\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eA survey evaluating the satisfaction levels with current innovation and entrepreneurship resources was conducted among 178 medical students, using a 5-point Likert scale. As Figure3 shown, 1 student (0.56%) reported being very dissatisfied (1 point), 12 students (6.74%) expressed dissatisfaction (2 points), 67 students (37.64%) remained neutral (3 points), 70 students (39.33%) indicated satisfaction (4 points), and 28 students (15.73%) reported being very satisfied (5 points). The mean satisfaction score was calculated to be 3.63 (Fig.3).\u003c/p\u003e\n\u003cp\u003eConcerning the access of information about innovation and entrepreneurship activities before taking part in, among the 178 medical students surveyed, 110 students (61.80%) learned about innovation and entrepreneurship through school courses, while 101 students (56.74%) gained knowledge through specialized lectures and seminars. Additionally, 92 students (51.69%) utilized the internet to access information on innovation and entrepreneurship, and 145 students (81.46%) acquired insights from peers. Among these methods, seeking information from peers ranked first, followed by learning through school courses, indicating that students prefer to get information from more accessible sources that are more directly relevant to their immediate environment (Table 3).These findings suggest that, although more than half of the students have used the internet to acquire information of innovation and entrepreneurship, it is not the primary means during the initial stages of engaging in such activities. Instead, students tend to rely more on interpersonal communications and formal educations.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3\u003c/strong\u003e Ways Medical Students Learn About Innovation and Entrepreneurship Activities\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eWays\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of Students\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSchool courses\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e110\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e61.80\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSpecialized lectures and seminars\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e101\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e56.74\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eInternet\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e51.69\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePeers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e145\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e81.46\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eWith respect to the sources of information for the medical students during innovation and entrepreneurship practices, among the 111 medical students surveyed who had participated in innovation and entrepreneurship competitions or were preparing for post-graduation entrepreneurship, 94 students (84.68%) utilized academic journals, 53 students (47.75%) accessed books, 76 students (68.47%) used online databases, 33 students (29.73%) relied on expert consultations, and 87 students (78.38%) employed internet searches(Table 4).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4\u0026nbsp;\u003c/strong\u003eWays Medical Students Acquire Resources for Innovation and Entrepreneurship\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 142px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eWays\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 123px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of Students\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 142px;\"\u003e\n \u003cp\u003eAcademic journals\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 123px;\"\u003e\n \u003cp\u003e94\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e84.68\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 142px;\"\u003e\n \u003cp\u003ebooks (library resources)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 123px;\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e47.75\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 142px;\"\u003e\n \u003cp\u003eExpert consultations\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 123px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e29.73\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 142px;\"\u003e\n \u003cp\u003eOnline databases\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 123px;\"\u003e\n \u003cp\u003e76\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e68.47\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 142px;\"\u003e\n \u003cp\u003eInternet searches\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 123px;\"\u003e\n \u003cp\u003e87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e78.38\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTo sum up, the highest proportions of the students utilized the academic journals and internet searches, reaching 84.68% and 78.38% respectively, indicating a strong preference for online tools in information acquisition, while the use of online databases and library resources was comparatively lower, at 68.47% and 47.75% respectively. In contrast, only 29.73% of the students opted for expert consultations (Fig.4).\u003c/p\u003e\n\u003cp\u003eComparing across different academic stages, the proportion of the medical students using academic journals and library resources is relatively consistent. However, there is a notable disparity in the reliance on expert consultations and internet searches among the students at different stages: master\u0026apos;s and doctoral students tended to rely more on expert consultations, while undergraduate medical students prefered internet searches.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eOn the subject of the difficulties of retrieving required information during innovation and entrepreneurship practices, 111 medical students who had participated in innovation and entrepreneurship competitions or were preparing for post-graduation entrepreneurship were surveyed. 36 students (32.43%) reported difficulty in finding the necessary information, 87 students (78.38%) faced challenges due to excessive information volume and thus difficulty in filtering, 66 students (59.46%) encountered issues with unreliable sources and inconsistent quality of information, 24 students (21.62%) mentioned a lack of effective retrieval tools or methods, and 36 students (32.43%) reported restricted access to certain resources (Table 5). Additionally, 38 students (34.23%) also cited insufficient foreign language proficiency as a barrier.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 5\u0026nbsp;\u003c/strong\u003eMain Difficulties Encountered by Medical Students When Retrieving Required Information \u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDifficulty\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of Students\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eDifficulty in finding necessary information\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e32.43\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eExcessive information volume, difficulty in filtering\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e78.38\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eUnreliable sources, inconsistent information quality\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e59.46\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eInsufficient foreign language proficiency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e38\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e34.23\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eLack of effective retrieval tools or methods\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e21.62\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eRestricted access to resources\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e32.43\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eWays to tackle the difficulties to some extent and enhance students\u0026apos; information literacy were then surveyed among 178 medical students. 116 students (65.17%) believed that the school should offer information-related courses, 113 students (63.48%) suggested organizing specialized lectures and workshops, 105 students (58.99%) recommended providing individual tutoring and consultations, 110 students (61.80%) advocated for the availability of online learning resources, and 79 students (44.38%) proposed improving access to library resources and services. The results indicate a higher demand for information-related courses, specialized lectures and workshops, while the need for library resources and services is relatively lower (Table 6).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 6\u003c/strong\u003e Support Provided to Enhance Students\u0026apos; Information Literacy\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eWays\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of Students\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eInformation-related courses\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e116\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e65.17\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSpecialized lectures and workshops\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e113\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e63.48\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eIndividual tutoring and consultations\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e105\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e58.99\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOnline learning resources\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e110\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e61.80\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eImproved access to library resources and services\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e79\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e44.38\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe Association of College and Research Libraries (ACRL) Framework for Information Literacy provides a foundational guide for cultivating essential skills in medical education. Specifically, this framework emphasizes that information literacy extends far beyond basic information management\u0026mdash;it is a critical competency that enhances students\u0026apos; ability to locate, evaluate, and apply information effectively, while simultaneously fostering metacognitive skills such as self-regulated learning and reflective practice. This enables students to critically reflect on and refine their information acquisition strategies, thereby improving their academic performance and professional capabilities. The ACRL Framework emphasizes critical thinking, information evaluation, and proficient information use. By guiding students to identify their information needs, select reliable sources, and apply information in both academic research and clinical practice, the framework promotes creative thinking and innovation\u0026mdash;qualities essential for addressing complex medical challenges.\u0026nbsp;[\u003csup\u003e23\u003c/sup\u003e].\u0026nbsp;Moreover, integrating technology and innovation into medical education equips students with the skills necessary to navigate the rapidly evolving medical landscape, preparing them to meet the demands of modern healthcare.\u0026nbsp;[23,\u003csup\u003e24\u003c/sup\u003e].\u003c/p\u003e\n\u003cp\u003eWhen it comes to the inherent motivational elements that impel students to participate in innovation and entrepreneurship activities, Self-Determination Theory (SDT) offers a complementary perspective [\u003csup\u003e25\u003c/sup\u003e]. SDT emphasizes that intrinsic motivation\u0026mdash;rooted in the fulfillment of autonomy, competence, and relatedness\u0026mdash;is essential for sustaining participation in innovative endeavors [\u003csup\u003e26\u003c/sup\u003e].\u0026nbsp;To foster such motivation, institutions must implement supportive strategies, including access to resources, interdisciplinary collaboration opportunities, diversified assessment frameworks, and structured mentorship programs. Furthermore, cultivating information literacy plays a pivotal role in this process. By equipping students with skills to independently identify, evaluate, and apply information, information literacy not only enhances academic self-efficacy and reduces barriers to innovation but also reinforces intrinsic motivation by directly addressing individuals\u0026apos; needs for autonomy, competence, and relatedness\u0026nbsp;[\u003csup\u003e27\u003c/sup\u003e].\u003c/p\u003e\n\u003cp\u003eMedical students face three primary obstacles in innovation and entrepreneurship (I\u0026amp;E) endeavors: time constraints, gaps in professional knowledge, and the need to enhance information literacy. First, time constraints\u0026mdash;largely attributable to demanding academic workloads\u0026mdash;emerge as the most significant barrier to participation in I\u0026amp;E activities [\u003csup\u003e28\u003c/sup\u003e,\u003csup\u003e29]\u003c/sup\u003e. This challenge is not isolated; comparative studies from the UK and Arab countries corroborate that heavy curricular demands universally limit medical students\u0026apos; capacity for extracurricular innovation initiatives [\u003csup\u003e30\u003c/sup\u003e,\u003csup\u003e31]\u003c/sup\u003e. Second, insufficient professional knowledge hinders students\u0026apos; ability to translate ideas into viable projects, reflecting a disconnect between theoretical training and practical innovation requirements. Third, the need to strengthen information literacy further compounds these challenges, as students often lack the skills to systematically access, evaluate, and apply information in entrepreneurial contexts. Empirical evidence from this study aligns with these observations. Among 178 respondents, 13 students explicitly cited time constraints and energy deficits as their primary reasons for non-participation in I\u0026amp;E activities (Table 2). These findings underscore the urgent need for structural reforms in medical education to address systemic impediments to innovation engagement.\u003c/p\u003e\n\u003cp\u003eTo address this issue without exacerbating students\u0026apos; workload, it is crucial to integrate innovation programs into the existing curriculum [29]. Educational leaders in the medical academic community are obliged to engage in interdisciplinary collaboration to establish a balanced and sustainable workload for students, ensuring alignment between academic expectations and students\u0026apos; capacity and well-being [\u003csup\u003e32\u003c/sup\u003e]. Notably, among various factors, only students\u0026apos; preference for organization significantly influences their perceived control over time , thereby mitigating stress levels\u0026nbsp;[\u003csup\u003e33\u003c/sup\u003e]. Furthermore, embedding practical, real-world challenges into medical entrepreneurship education can stimulate engagement. Structured programs centered on real-world applications not only improve clinical competencies but also deepen theoretical understanding by bridging classroom learning with practice [\u003csup\u003e34\u003c/sup\u003e]. Information literacy, far from being a mere skill, is essential for enhancing the efficiency of professional learning and fostering students\u0026apos; engagement in innovation and entrepreneurship activities, as it underpins the creation of high-caliber mind maps that streamline knowledge organization, promote cognitive development, and optimize information retrieval and analysis, thereby equipping students with the capacity to navigate complex information landscapes and develop creative solutions. \u0026nbsp; \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFurthermore, our findings indicate that insufficient professional knowledge is a substantial obstacle to students\u0026apos; participation in innovation and entrepreneurship practices. Among those reluctant to participate, 69.23% cited this factor (as shown in Table 2), a proportion comparable to those affected by time constraints. This suggests the necessity for further investigation. Constructivist learning theory emphasizes that medical students actively construct knowledge by integrating theory and practice within authentic or simulated clinical contexts, thereby developing personalized cognitive frameworks in medicine [\u003csup\u003e35\u003c/sup\u003e]. To foster deeper knowledge internalization and enhance its practical application in clinical scenarios, instructors should adopt customized teaching strategies, such as clinical case-based methods and problem-oriented learning, aligned with students\u0026apos; characteristics and learning objectives. By integrating information technology and educational resources, instructors can facilitate the construction of students\u0026apos; cognitive frameworks, promoting a transition from passive knowledge acquisition to active, self-directed learning.\u003c/p\u003e\n\u003cp\u003eThe integration of virtual reality and AI tools in medical education significantly enhances students\u0026apos; academic performance, particularly in terms of knowledge retention and skill acquisition, while also boosting learning motivation and content mastery [\u003csup\u003e36\u003c/sup\u003e,\u003csup\u003e37\u003c/sup\u003e]. By strategically incorporating these pedagogical approaches and technological innovations, educators can effectively cultivate medical students\u0026apos; entrepreneurial competencies, enabling them to tackle real-world healthcare challenges, engage in innovative problem-solving, and develop a transformative mindset in medical practice.\u003c/p\u003e\n\u003cp\u003eWhen it comes to information acquisition, our study reveals that during the initial stages of innovation and entrepreneurship practices, the internet does not serve as the primary means for students to obtain relevant information\u0026nbsp;or\u0026nbsp;gain an understanding of the field. Indeed, they prefer obtaining information from peers and instructors, with 81.46% of respondents (Table 3) adopting this approach. Peer-assisted learning (PAL) not only stimulates collaboration among students but also augments their knowledge, confidence, time management, teamwork, and reflective skills, among others\u0026nbsp;[\u003csup\u003e38\u003c/sup\u003e]. In addition, peer interactions provide real-time feedback and emotional reinforcement, which strengthens students\u0026apos; comprehension of innovation and entrepreneurship initiatives, consequently increasing their motivation to participate in these activities [\u003csup\u003e39\u003c/sup\u003e]. Also, universities are advised to develop dedicated online platforms for sharing innovation and entrepreneurship resources, which enables the efficient collaboration and knowledge exchange between the faculty and students throughout the innovation process. Through such online discussion platforms, the students can engage in asynchronous communication, share perspectives, and deepen their understanding of knowledge through interaction. This approach significantly enhances the student\u0026apos;s engagement and knowledge construction capabilities, particularly in collaborative learning and task-oriented activities [\u003csup\u003e40\u003c/sup\u003e]. Conclusively, such platforms can significantly enhance interdisciplinary communication and resource utilization in medical education, ultimately fostering a more vibrant\u0026nbsp;ecosystem for cultivating medical innovation competencies.\u003c/p\u003e\n\u003cp\u003eOur analysis revealed that expert consultation was the least utilized information source among medical students engaged in innovation and entrepreneurship (I\u0026amp;E) activities. Of the 111 participants\u0026mdash;comprising students who had participated in I\u0026amp;E competitions or were preparing for post-graduation entrepreneurial initiatives\u0026mdash;only 29.73% reported relying on expert consultation (Table 4). This underutilization may reflect broader cultural dynamics: in settings characterized by high power distance, teacher-student relationships often emphasize hierarchical authority, with pedagogical models centering on instructor-led instruction rather than student agency [\u003csup\u003e41\u003c/sup\u003e]. Such environments can inadvertently suppress students\u0026rsquo; initiative to seek expert guidance during I\u0026amp;E activities, as deference to authority may discourage proactive engagement.\u003c/p\u003e\n\u003cp\u003eNevertheless, teachers have the potential to influence the power distance index by shaping the nature of their relationships with students\u0026mdash;whether close or distant\u0026mdash;thereby impacting students\u0026apos; emotional states and classroom interactions [\u003csup\u003e42\u003c/sup\u003e]. The Teachers, therefore, should fulfill a dual role as both academic instructors and life mentors [\u003csup\u003e43\u003c/sup\u003e],adopting a humble teaching approach that prioritizes students\u0026apos; well-being and fosters active interaction. In cultures where teacher respect is highly valued, this approach can effectively enhance students\u0026apos; satisfaction of fundamental psychological needs and promote their holistic well-being.By cultivating an environment characterized by mutual respect and active engagement, educators can facilitate the development of students\u0026apos; information literacy and entrepreneurial competencies. These skills are essential for achieving success in the constantly evolving landscape of contemporary medical education.\u003c/p\u003e\n\u003cp\u003eThis study identified a critical issue\u0026mdash;the challenges in filtering the excessive influx of information and concerns regarding the credibility of information sources represent a substantial obstacle faced by students (Table 5). The library functions as a vital platform for the readers to acquire the information, and also undertakes the responsibility of fostering readers\u0026apos; information literacy [\u003csup\u003e44\u003c/sup\u003e]. However, when articulating the support needed from institutions during innovation and entrepreneurship processes, the students ranked library resources and services as the least prioritized (Table 6). Libraries and their organizational units are consistently positioned as central facilitators of information access, playing an essential part\u0026nbsp;in underpinning academic learning and research initiatives [\u003csup\u003e45\u003c/sup\u003e].\u0026nbsp;To augment the student experience and align with the university\u0026apos;s strategic objectives, the library activities must be clearly linked to key organizational aims, particularly\u0026nbsp;those related to\u0026nbsp;learning and teaching strategies [\u003csup\u003e46\u003c/sup\u003e].\u0026nbsp;This alignment is further strengthened by integrating information literacy into innovation education, thereby enhancing its relevance and value for students.\u003c/p\u003e\n\u003cp\u003eAll in all, information literacy has been increasingly recognized as a critical factor in enhancing entrepreneurial skills, playing a crucial role in fostering innovation and creativity among university students [\u003csup\u003e47\u003c/sup\u003e]. By enhancing information processing capabilities and providing technological support, it significantly boosts students\u0026apos; innovative capacities, enhancing their academic achievements and entrepreneurial potential [\u003csup\u003e48\u003c/sup\u003e]. Additionally, information literacy facilitates the identification of information needs and promotes knowledge generation, both of which arecrucial for effective workplace learning [\u003csup\u003e49\u003c/sup\u003e]. However, successful implementation of information literacy programs faces challenges such as limited resources and inadequate assessment mechanisms,\u0026nbsp;which demand immediate attention [\u003csup\u003e50\u003c/sup\u003e]. Actually, ensuring a reliable internet connection is essential for uninterrupted access to digital resources, and proficiency in information literacy skills is vital for cultivating effective information-seeking behaviors and promoting lifelong learning competencies [\u003csup\u003e51\u003c/sup\u003e,\u003csup\u003e52\u003c/sup\u003e]. By heightening information awareness and developing expertise in information retrieval, analysis, and utilization, students can effectively capture relevant information for innovation and entrepreneurship activities, while adhering to information ethics. This strengthens their information processing capabilities, enabling active participation and significant contributions to innovation and entrepreneurship practices.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLimitation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study is constrained by several limitations. The relatively restricted sample size may limit the generalizability of the findings, and the employment of online questionnaires give rise to subjective biases, which could potentially undermine the objectivity of the outcomes. Not with standing\u0026nbsp;these limitations, the study offers valuable insights into how information literacy education can enhance students\u0026apos; innovation and entrepreneurship capabilities, thereby laying a groundwork for further exploration.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eI\u0026amp;E Innovation and Entrepreneurship\u003c/p\u003e\n\u003cp\u003eIE Innovation Education\u003c/p\u003e\n\u003cp\u003eICPs Innovation Competitions and Programs\u003c/p\u003e\n\u003cp\u003eAMA The American Medical Association\u003c/p\u003e\n\u003cp\u003eIETP The Innovation and Entrepreneurship Training Program\u003c/p\u003e\n\u003cp\u003eCC - EASC The \u0026apos;Challenge Cup\u0026apos; National College Students\u0026apos; Extracurricular Academic Sci \u003c/p\u003e\n\u003cp\u003eence and Technology Works Competition\u003c/p\u003e\n\u003cp\u003eCC - BPC The \u0026apos;Challenge Cup\u0026apos; China College Students\u0026apos; Business Plan Competition\u003c/p\u003e\n\u003cp\u003eCIIEC The China International \u0026apos;Internet+\u0026apos; Undergraduate Innovation and Entrepreneur-\u003c/p\u003e\n\u003cp\u003eship Competition\u003c/p\u003e\n\u003cp\u003eSJTUSM Shanghai Jiao Tong University School of Medicine\u003c/p\u003e\n\u003cp\u003eWJX Wenjuanxing\u003c/p\u003e\n\u003cp\u003eACRL The Association of College and Research Libraries\u003c/p\u003e\n\u003cp\u003eSDT Self - Determination Theory\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors thank the students of the Shanghai Jiao Tong University School of Medicine for their willingness.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis work was supported by Medical Education Research Project of Medical Education Branch of Chinese Medical Association (2023B344), 2023 Shanghai Key Undergraduate Education Reform Project(202347), 2024 Shanghai Educational Science Research Project (C2024156), 2023 Shanghai Jiao Tong University School of Medicine Key Undergraduate Education Reform Project(202313), 2024 Annual Planning Research Project of Shanghai Higher Education Association (2QYB24079), 2024 Shanghai Jiao Tong University Decision-Making Consultation Research Project (JCZXZGC202407), 2024 Shanghai Jiao Tong University AI + Education Special Fund (CTLD24A0091).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eContributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGLX conducted the literature search for the background of the study, analyzed and wrote the majority of the article. LXM, TX, YY, ZYY and WJZ designed and distributed the questionnaire, collected data for the study. NXY contributed to study design, revising the article and oversaw the study. All authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll data generated or analyzed during this study are included in this published article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe questionnaire introduction clearly outlines the research objectives, societal value, data collection scope, potential privacy risks, and mitigation measures. Participants are informed that submitting their responses constitutes informed consent, and they retain the right to withdraw at any time. Given the comprehensive informed consent process and the study\u0026apos;s minimal ethical risks, no further ethical review is deemed necessary.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eTaylor SP. What Is Innovation? A Study of the Definitions, Academic Models and Applicability of Innovation to an Example of Social Housing in England. Open journal of social sciences. 2017;5(11):128-46. doi:https://www.scirp.org/journal/paperinformation?paperid=80628.\u003c/li\u003e\n\u003cli\u003ePatel J, Eranki S, Tan I, Et A. Inspiring Student Entrepreneurship and Innovation. 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DOI: 10.1097/ACM.0000000000003094\u003c/li\u003e\n\u003cli\u003eAlhasani M, Alkhawaji A, Orji R: Mental Health and Time Management Behavior among Students During COVID-19 Pandemic: Towards Persuasive Technology Design. HUM BEHAV EMERG TECH. 2022; 2022:1-13. https://doi.org/10.1155/2022/7376748\u003c/li\u003e\n\u003cli\u003eLi, H., \u0026amp; Li, P. Integrating real-world biotech challenges into entrepreneurship education: A pathway to accelerating student startups in digital health: Research and regulation. Journal of Commercial Biotechnology. 2024,29(2):178-188. https://doi.org/10.5912/jcb2057\u003c/li\u003e\n\u003cli\u003eCho, H., Jeong, H., Yu, J. et al. Becoming a doctor: using social constructivism and situated learning to understand the clinical clerkship experiences of undergraduate medical students. BMC Med Educ.2024;24:236. https://doi.org/10.1186/s12909-024-05113-x\u003c/li\u003e\n\u003cli\u003eMinouei, M.A., Omid, A., Mirzaie, A. et al. 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J Innov Entrep.2023;12:80. https://doi.org/10.1186/s13731-023-00351-7\u003c/li\u003e\n\u003cli\u003eFei, W., Shuangyan, X. Structural model and characteristics of entrepreneurial opportunity recognition abilities among university students in China: a grounded theory approach. Humanit Soc Sci Commun.2024;11:1166. https://doi.org/10.1057/s41599-024-03699-7\u003c/li\u003e\n\u003cli\u003eHo, C.S.M., Lee, H.L.D. Integrating positive financial attitudes to nurture students\u0026rsquo; identity as informed financial decision-makers in high power distance Chinese contexts. J Educ Change2021;(22):247\u0026ndash;270. https://doi.org/10.1007/s10833-020-09396-x\u003c/li\u003e\n\u003cli\u003eLaiche, Souhila. The Effect of Power Distance Index on the Student-Teacher-Student Interactions in Multicultural Classrooms.Humanitarian and Pedagogical Research. 2023;7(2):14-22. DOI:10.18503/2658-3186-2023-7-2-14-22\u003c/li\u003e\n\u003cli\u003eDuan Z, Zeng Q, Liu X. 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Sustainability.2022; 14(13), 7789. https://doi.org/10.3390/su14137789\u003c/li\u003e\n\u003cli\u003eMiddleton L, Hall H. Workplace information literacy: a bridge to the development of innovative work behaviour. J DOC. 2021;77(6):1343-63. https://doi.org/10.1108/JD-03-2021-0065\u003c/li\u003e\n\u003cli\u003eSulistiawan, A., \u0026amp; Idrus, A. Systematic Literature Review: Innovative Teaching Strategies For Integrating Entrepreneurship To Health Education. Jambi Medical Journal: Jurnal Kedokteran Dan Kesehatan.2024; 12(1), 97-106. https://doi.org/10.22437/jmj.v12i1.33320\u003c/li\u003e\n\u003cli\u003eKhomo MP, Naicker N, Chisita CT, Rajkoomar M. Factors contributing to the successful development and use of mobile digital libraries: a systematic literature review. DIGIT LIBR PERSPECT. 2023;39(3):353-70. https://doi.org/10.1108/DLP-08-2022-0062\u003c/li\u003e\n\u003cli\u003eTachie-Donkor G, Ezema IJ. Effect of information literacy skills on university students\u0026rsquo; information seeking behaviour and lifelong learning. HELIYON. 2023; 9(8):e18427. https://doi.org/10.1016/j.heliyon.2023.e18427\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"I\u0026E, Information literacy, Medical Education","lastPublishedDoi":"10.21203/rs.3.rs-5867430/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5867430/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground \u003c/strong\u003eTraining in innovation and entrepreneurship (I\u0026amp;E) in medical education has become increasingly prevalentamong medical schools. The information literacy equips innovators with crucial information, facilitates resource integration, and has emerged as a powerful catalyst for driving innovation. Our study explores the current participation of the medical students in innovation and entrepreneurship and provides forwards the suggestions for integrating information literacy into innovation education.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods \u003c/strong\u003eA cross-sectional study was conducted among medical students at Shanghai Jiao Tong University School of Medicine, using a questionnaire to explore the relationship between information literacy and entrepreneurial innovation. The questionnaire comprises five sections, participant background, current involvement in innovation and entrepreneurship activities, satisfaction levels, and perceived needs and suggestions for support in I\u0026amp;E activities.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults \u003c/strong\u003eA total of 178 medical students participated in this survey. The results indicate that the medical students primarily face challenges related to time constraints, insufficient energy and inadequate professional knowledge during their engagement in innovation and entrepreneurship activities. Peer-to-peer communication serves as the primary source of information in the initial stage of these activities, while expert consultation is the least used by students. Additionally, the students have a low demand for library resources. Students reported a moderately high level of satisfaction with the innovation and entrepreneurship resources provided by the school, with an average score of 3.63 on a 5-point scale.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion \u003c/strong\u003eThis study highlights the vital role of information literacy in enhancing the medical students' innovation and entrepreneurship capabilities. By integrating information literacy into education, we can improve students' ability to access, analyze, and utilize information effectively, thus promoting innovation and ethical entrepreneurship. These findings provide valuable insights and a foundation for further research, while emphasizing the necessity of targeted educational strategies to support students' entrepreneurial development.\u003c/p\u003e","manuscriptTitle":"Information Literacy and Entrepreneurial Innovation in Medical Students: An Empirical Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-01-29 09:42:37","doi":"10.21203/rs.3.rs-5867430/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"09f1c4dc-6de6-467a-97cd-cf963b2b0ef5","owner":[],"postedDate":"January 29th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-03-14T11:38:26+00:00","versionOfRecord":[],"versionCreatedAt":"2025-01-29 09:42:37","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5867430","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5867430","identity":"rs-5867430","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}