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At least 991 records · Page 55Linked to original sources
PubMed1997

A new role for the clinical librarian as educator.

The Clinical Medical Librarian (CML) Program of the Tompkins-McCaw Library is a special instructional initiative to teach third-year medical students the use of information resources in the clinical setting. Librarians spend one week with selected internal medicine teams participating in work rounds and instructing team members in the use of the medical literature. The librarian assists team members to identify and retrieve relevant information through computer workstations located in the hospital. Photocopies of journal articles are made available to team members through the CML document delivery program.

Academic Medical Centers↗
PubMed1998

Integrating core information competencies into a traditional curriculum: a collaborative approach.

To prepare for a career, in which they keep up-to-date with current physical therapy procedures and health care trends, it is imperative that students become life-long learners. Four core competencies have been identified as skills to promote life-long learning: e-mail, professional electronic mailing lists (listservs), online data-base searching, and searching the World Wide Web. This paper discusses integrating the core competencies into the curriculum of a physical therapist assistant program through a collaborative effort between the physical therapist assistant program faculty and librarians.

Allied Health Personnel↗
PubMed1998

Information skills for distance learning.

In spring 1997, the Education Services department at the University of North Carolina at Chapel Hill (UNC-CH) Health Sciences Library (HSL) developed six Web-based tutorials designed to teach information skills. This paper describes how the modules were created.

Academic Medical Centers↗
PubMed1999

Health information resources: tradition and innovation in a medical school curriculum.

Changes in LCME accreditation for medical colleges fostered the development of Health Information Resources, a required, for-credit course created by the Saint Louis University Health Sciences Center Library Reference Department for the first-year medical school curriculum. Six content areas were developed for inclusion in the syllabus: "Electronic Resources Survival Kit"; "Introduction to Problem Based Resources"; "Introduction to Literature Searching"; "MEDLINE Searching Hands-On/Publishing Pearls & Pitfalls"; "The World Wide Web and Patient Information"; and "Introduction to Electronic Mail." A combination of lectures, hands-on instruction, and active learning techniques were employed in the teaching of this class. Submission of a Health Information Resource Guide and a two-part final exam were required.

Academic Medical Centers↗
PubMed1999

Teaching life-long learning skills in a fourth-year medical curriculum.

For more than twenty years, the Ruth Lilly Medical Library has been a traditional part of the Indiana University School of Medicine curriculum. Recently, following changes to the curriculum, the Library's role has evolved to include responsibility for developing and teaching a Medical Informatics rotation as part of the senior year clerkships. Heavy emphasis is placed on acquiring life-long learning skills, especially on locating and critically appraising the best clinical evidence in the medical literature. In its first four months, the rotation has been quite favorably received by both students and faculty, but will continue changing to keep pace with future curriculum alterations and new technology.

Clinical Clerkship↗
PubMed2002

InfoFair: an annual computer and information event.

Since 1983, the Spencer S. Eccles Health Sciences Library has presented InfoFair, an annual event featuring presentations, exhibits, demonstrations, and workshops on computer and information topics of interest to health professionals and health information providers at the University of Utah Health Sciences Center and throughout Utah. The first InfoFair was held in response to an increasing number of inquiries from library users on how to search MEDLINE from their home or office computers. The focus of InfoFair has expanded and changed over the past nineteen years to reflect changes in library users' computer and information needs, concerns, and interests. While themes and programs have changed, a definite set of trends, guidelines, and procedures have developed based on the experience gained each year. The purpose of this paper is to review and evaluate the changes in InfoFair from 1983 to 2001 and to present information for use by other libraries for planning and presenting similar events.

Computer User Training↗
PubMed2002

Using focus groups to guide development of a public health Web site.

This paper explores a project funded through the National Network of Libraries of Medicine to enhance effective use of the Internet by public health professionals. The processes and outcome of an effort to develop a statewide Web site for public health professionals are described. A series of focus groups was conducted as a preliminary data-gathering tool to evaluate the information needs of the target population. Results of the focus group provided a valuable framework upon which to build a successful schema for Web site development.

Computer User Training↗
PubMed2003

Using clinical vignette assignments to teach medical informatics.

In response to curricular changes, many academic health sciences librarians have participated in curriculum planning and/or developed informatics course requirements for students enrolled at health sciences universities. This article describes the use of clinical vignette assignments, student journal club activities, and vignette-type multiple choice questions to teach and assess skills related to managing biomedical information, communicating effectively, basic computing, and life-long learning.

Computer User Training↗
PubMed2004

Angel: post-implementation evaluation at the Indiana University School of Medicine.

With continued adoption of course management systems, librarians are assuming new roles and challenges with regard to providing information resources and library services in a digital environment. For approximately five years, the Indiana University School of Medicine has employed Angel as its online teaching environment, and the Ruth Lilly Medical Library has been actively involved in the adoption of Angel. As the implementation phase was completed, a post-implementation evaluation was due. The authors conducted an evaluation of the Angel system to evaluate utilization level, content types, and library resources/services integration. This article provides the findings of the post-implementation Angel Courses Evaluation.

Competency-Based Education↗
PubMed2004

Educating generation X and generation Y: teaching tips for librarians.

This article provides a list of helpful teaching tips for instructional librarians who need to meet the changing generational needs of their patrons. Specific generational qualities and attitudes of Generation X and Generation Y are discussed along with educational techniques and software recommendations. These tips are based on the authors' experiences at Drexel University's Hahnemann Library and Thomas Jefferson University's Scott Memorial Library, both of which are academic health sciences libraries.

Adult↗