為因應龐大且複雜的生物資訊環境，國外已將資訊素養納入生物醫學領域高等教育的核心能力，反觀國內尚未發展完善的訓練課程，也未有資料顯示此領域學生的資訊素養程度，實難為教育單位提供資訊素養教育的具體建言。本研究藉由美國ACRL之Sci-Tech架構設計訪談大綱，以瞭解國內生物醫學領域研究生如何利用資訊素養完成發現論文主題的任務，並探索其資訊素養教育與其資訊素養程度的關連。本研究以分子生物學做為研究場域，採用半結構式訪談法，訪談國內20位分子生物學之博碩士研究生，並利用訪談所得資料分析受訪者之資訊素養程度、資訊尋求途徑及資訊素養教育。
研究結果顯示：在發現論文主題之過程中，生物醫學領域研究生會與指導教授共同擬定可行的論文主題，利用各種資訊尋求途徑與檢索策略，有效率地檢索所需文獻，並以初步標準評估資訊的關連性、即時性、準確性以及權威性。受訪者皆能透過驗證方法評估資訊的正確性，整合資訊並正確傳達給他人，同時也關心資訊的社會、經濟、法律、倫理相關議題，更能透過參加研討會、年會或閱讀文獻等方式自我學習。在資訊尋求途徑方面，受訪者的資訊管道多元，包括正式與非正式兩類，且不同資訊需求有不同資訊尋求途徑。此外，受訪者大多表示學校課程和實驗室是提供資訊素養教育的主要場域，從中可學習到進行研究的技能與知識。
本研究發現我國生物醫學領域研究生之資訊素養有四個主要特點：一是使用專業資訊；二是使用最新資訊；三是快速掌握相關領域資訊；四是運用多元資訊尋求途徑，有效地滿足個人資訊需求。此外，生物醫學領域中是以師徒制教學模式，並且是一種以實驗室為單位的組織學習方式，來培養學生的資訊素養。唯獨圖書館服務與資源能見度低，是現有教育單位需要思考與改進之處。

The biomedical information environment is in a state of constant and rapid change due to the increase in research data and rapid technological advances. Compared to that information literacy has become an integral part of biomedical higher education abroad, only few studies have so far been made at information literacy training and the assessment of biomedical graduate students in Taiwan. It is important to know whether graduate students use the resources well. The purpose of this study is to explore the information literacy of biomedical graduates in Taiwan. In this study, data were collected through semi-structured interviews, which based on the Association of College and Research Libraries Information Literacy Competency Standards for Science and Engineering/Technology. A total of twenty molecular biological graduates are recruited for investigating information-seeking channels and information literacy education they received of topic searching.
The findings of this study include that biomedical graduate students discussed their research topic with their advisors. Through a variety of information-seeking channels and retrieval strategies, they could access information efficiently. Also, they could evaluate information and its sources critically. The integration and the spread of information could be done as well. Moreover, most interviewees could concern with social, economic, legal and ethical issues surrounding the use of information. Though seminars, annual conferences and papers, they kept self-learning during the research. The information-seeking channels, including formal and informal ones, could satisfy all different kinds of interviewees’ information need. Most important of all is that college courses and labs were the main information literacy education environment for graduate students to learn about research skills and knowledge.
In conclusion, there are four characteristics of information literacy of biomedical graduate students. First, using academic information. Secondly, updating latest information. Thirdly, collecting relative information efficiently. Finally, applying various information-seeking channels to fulfill information needs. In addition, apprenticeship teaching and lab-based organization learning was the main way of improving the information literacy of biomedical students. However, all interviewees showed little utilization of library resources. It is important for educators to rethink how to improve library services and visibility.

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