Context
The Bibliothèque de santé, Université de Montréal launched a knowledge synthesis support program in the 2024-2025 academic year. In line with our goal to build skills among our current staff, we developed a tool to assess the current competency levels of our health science librarians, to offer targeted professional development recommendations. The tool was deployed in May 2025.

Methods
The tool consisted of a questionnaire developed using Microsoft Forms online. The questionnaire was divided into two sections, each starting with a scenario in which respondents were asked to revise the search methods of a project. In the first section, participants could choose one of four project titles. They were then asked to provide feedback on three categories of the project: sources searched, the search strategy used, and reporting. An additional field for comments that did not fit into these categories was also available. A second project was proposed in the second section to complement the first.
Each strategy for review was based on a published systematic review, representing clinical medicine, nursing, rehabilitation, pharmacology, and public health. MEDLINE was the primary database used in the first section, and CINAHL as the primary database used in the second.
We developed a scoring system to evaluate each question according to completeness of identified issues in the three categories. Minor issues (one point) and important issues (three points) were identified for each project.

Discussion
This presentation will address the development of the tool and the scoring system, as well as deployment and reflections on future directions.

Introduction:
As artificial intelligence (AI) becomes increasingly integrated into health education, research, and clinical practice, institutions are releasing guidelines and policies that impact how faculty, staff, and learners engage with these technologies. In this rapidly changing landscape, current and future healthcare practitioners must quickly familiarize themselves with these guidelines and policies to adapt and shape their use of AI. To support the development of AI literacy, this project aims to create and share learning materials that facilitate understanding and application of institutional AI policies.

Description:
The team reviewed AI-related guidelines from member institutions of the Association of Faculties of Medicine of Canada (AFMC), using ChatGPT to extract common elements and build an educational framework. Policies from select healthcare institutions were also analyzed, and additional themes were incorporated. In total, twelve key themes emerged.

For each theme, case-based learning scenarios were developed for diverse audiences, including students, clinicians, and researchers. Scenarios included details on population, context, use type, tool license level, and discussion prompts. Feedback from clinicians and educators helped ensure relevance and applicability. Scenarios were translated into French, and both versions are openly available.

Discussion:
Health sciences librarians are uniquely positioned to collaborate with faculty and learners in developing AI competencies and promoting best practices in information use. By leveraging open educational methods, this resource is designed to be adaptable across institutions, supporting engaging and policy-informed AI education for health and medical learners, faculty and staff.