Hands-on clinical experience is a cornerstone of medical education. Residents spend much of their training in hospitals and clinics, while medical students look forward to clerkship for their supervised, practice-based learning. As Toronto Metropolitan University’s (TMU) School of Medicine (SoM) prepared to open, building relationships with the local healthcare institutions was essential. Among these, the collaboration between the Bikram S. Dhillon and Family Medical Library and the William Osler Health System Library has become central to supporting learners across academic and clinical contexts.

As our healthcare and academic landscapes prepared to welcome learners, it was important for our health libraries to foster meaningful collaborations that enhance evidence-based practice, research, and education. Fostering a connection between our two library systems allowed us to leverage the skills and services at both institutions to support the new medical school. Together, we are able to explore and co-develop initiatives such as shared education programs, referral processes, subject-guide content, and collaborative support services that benefit students, clinicians, and researchers alike.

This presentation explores how partnerships between academic and clinical libraries can bridge institutional silos, foster knowledge exchange, and support the continuum of learning and care. Participants will gain insights into building sustainable partnerships that leverage the strengths of both academic and clinical settings. Emphasis will be placed on communication, mutual goals, and the importance of cultivating trust and shared leadership. By the end of the session, participants will be able to identify strategies for initiating and sustaining library partnerships across academic and clinical contexts.

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.