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Feature Slides

  • PubMed ® for Trainers

    Do you train others to use PubMed? If so, join us for PubMed for Trainers, a hybrid class with 3 online sessions and 1 in-person session (eligible for 15 MLA CE credits). The class is an in-depth look at PubMed and a chance to share training ideas with your fellow participants.

    PubMed ® for Trainers

    PubMed ® for Trainers Picture
  • Fundamentals of Bioinformatics

    The "Fundamentals of Bioinformatics and Searching" course provides basic knowledge and skills for librarians interested in helping patrons use online molecular databases and tools from the NCBI.

    Fundamentals of Bioinformatics

    Fundamentals of Bioinformatics Picture
  • TOXNET® and Beyond

    This course is designed to convey the basics of searching the NLM's TOXNET®, a Web-based system of databases in the areas of toxicology, environmental health, and related fields.

    TOXNET® and Beyond

    TOXNET® and Beyond Picture
  • Teaching with Technology

    Learn how to take advantage of online tools to offer distance education classes and enhance face to face classes! Join us for this "asynchronous" (on your own time) class. The class is taught over 5 weeks and is eligible for 8 MLA CE credits.

    Teaching with Technology

    Teaching with Technology Picture
  • PubMed® for Librarians

    PubMed for Librarians is made up of five one-hour segments. These five segments will be presented via Adobe Connect and recorded for archival access. Each segment is meant to be a stand-alone module designed for each user to determine how many and in what sequence they attend.

    PubMed® for Librarians

    PubMed® for Librarians Picture

NLM at MLA

National Library of Medicine LogoHave a question you’ve been wanting to ask NLM? If you’re attending the annual meeting of the Medical Library Association this May in Chicago, you can ask your question in person!

NLM will be at booth #326 and you can ask questions, see demonstrations, and learn more about NLM products and services.

Topics in the NLM Theater this year include:

  • the new TOXNET(R) interface
  • NLM resources for disasters
  • PubMed Commons
  • PubMed Health
  • New digital projects from the History of Medicine Division
  • The ACA, Hospital Community Benefit and Needs Assessment: NLM Resources
  • My NCBI Update: SciENcv & NIH Public Access
  • and more!

To see the full schedule of NLM presentations, see the NLM Technical Bulletin.

Personal Motivation and Online Course Design

From SHIFT’s eLearning blog: Designing for Motivation: Three Theories eLearning Designers Can Use 

1) Self-Determination Theory

This theory operates on the premise that learners are motivated by an inner belief that learning, in and of itself, is important. In this theory, learners tend to want some degree of control over their learning experience.

Applied to course design: Provide choices, opportunities to succeed and interaction options.

2) Flow Theory

Student motivation is intrinsic and drives learner behavior.

Applied to course design: Consistent and user-friendly course format; state clear objectives so learner can feel sense of achievement, reduce confusion so students can focus on the essentials.

3) Path-Goal Theory

In this theory, the teacher develops a user-friendly course that provides a path to success. The teacher provides student support and creates opportunities for the student to participate with meaningful content that encourages the student to persevere.

Applied to course design: Provide clear instructions; create a blueprint for students to follow to achieve success.

Read the full article here:  http://ow.ly/vyDs5

Bloom’s Taxonomy Tool

When designing a class, it’s important to have learning objectives that indicate to the student what they will be expected to learn and how you will assess their achievement. Bloom’s taxonomy is one of the most commonly used methods for writing clear learning objectives and the NTC often refers to it when writing objectives for our own classes.

Virginia Commonwealth University Medical School has designed an interactive online tool based on the updated version of Bloom’s taxonomy to help you choose outcome verbs and match instructional to assessment questions for each level of the pyramid.

Take a minute to explore Bloom’s Taxonomy in Action, and I think you’ll find it useful the next time you are preparing a class.

Bloom's Taxonomy in Action

Bloom’s Taxonomy in Action

 

And many thanks to a student in one of our classes for alerting us to this great tool!

Create a Custom Filter

Setting up a filter from within your My NCBI account can be useful when you want to keep certain options available all the time. In the image below, I am signed into My NCBI and I searched for cystic fibrosis. Notice the filters that display on the right side of the screen. These are all the filters that I previously chose to display…no matter what. The number of results are displayed next to each filter even when there are no results, as with the Arabic filter in the image.

Click on the image to make it larger.

filterzeroresults

Using your My NCBI account, you can take this one step further and create a custom filter that will always display on the right side when you are logged into your account.

Watch this short video to learn how to create a custom filter.

Teach Like the Brain Learns

A recent post from the blog Teacher Thought wrote about using what we know about how the brain thinks to create a more productive learning environment. Here are just a few of the ideas from the post.

1) Learning doesn’t happen in a bubble.

 “Learning only occurs when the student can connect new information to old information. Teaching someone how a car works is pointless if they don’t know what a car is.”

From the NTC: This comes out in many of the PubMed core competency discussions we have during PubMed for Trainers. Trainers often include a What is PubMed section in their classes. It’s one thing to know how to use PubMed, but knowing why and when to use PubMed can help students choose the best database to start their research.

2) Create a friendly learning environment

Neuroscience: The brain feels before it thinks. The amygdala (think fight/flight) receives stimuli 40 milliseconds before the cortex (thinking).
Usable classroom translation: stress impedes learning. Try to connect with your students when they come into your class by making eye contact, greetings, and taking a moment to chat before diving into the lesson.”

From the NTC: If you teach online, there are a few things you can try to create a comfortable environment. 1) Create a discussion forum where students introduce themselves. 2) If you teach a live/synchronous online class, consider using a web cam and use people’s names when they enter the online classroom.

3) Teaching for mastery

“Neuroscience behind it: In order for information to be retained it must make its way from short-term to long-term memory.
Usable classroom translation: Use the arts as a tool to enhance and reinforce learning.”

From the NTC: One trainer recently sang a song in class to help students see the difference between two concepts. Later we overheard a student refer to the song as a way to remember the new concepts.

Read the full post at: http://ow.ly/vdK2g

Use MeSH to Build and Focus a Search in PubMed

Watch how to build and focus a PubMed search by using the MeSH database.


Icebreakers and Openers

Group with tablet computer

Should you start your classes with an icebreaker? Or an opener? And what’s the difference?

I think of icebreakers as a way to create a comfortable and safe atmosphere for the class or a way for participants to learn a bit about who is sharing the class experience with them. An icebreaker is typically not tied to the content of the course and can be especially useful if the class is going to meet several times or work in teams or small groups.

An opener, on the other hand, is relevant to the content and allows for a bit of networking. I like to start classes with openers because they send a message that there will be active participation in the class and prime the participants to start thinking about the subject of the training. As an opener, you might ask participants something such as:

  • What question do you most want answered about X today?
  • What barriers have you encountered in using X?
  • What do you most often use X to do?
  • What would you do if X happened?
  • What’s your favorite tip for X?

In eliciting responses, you might have your participants jot down their responses first and then share with a neighbor. You might have them write on a sticky note and post it in a shared space and highlight some of the answers together.

There are many ways to engage you participants with an opener, but remember that it should be connected to the content of the session.

Share your best ideas for openers with us on Facebook or Twitter (@nnlmntc)!

Build a Set of Journals to Search in PubMed

You can use the NLM Catalog to create a set of journals to develop a PubMed search. Watch the short video.


New Class Dates Announced!

LittlePMT

Have you heard? We’ve recently announced new class dates for our PubMed for Trainers and PubMed for Librarians classes!

PubMed for Trainers is designed for those who train or will train others to use PubMed. There are 3 online classes followed by an all-day in-person class. Completing the class earns you 15 MLA CE credits and it’s free!

Upcoming classes:

  • Philadelphia, Pennsylvania – June 2014
  • Bethesdsa, Maryland – June 2014
  • Lincoln, Rhode Island – June 2014
  • Minneapolis, Minnesota – July 2014
  • Portland, Oregon – September 2014
  • Bethesda, Maryland – October 2014

For more information on PubMed for Trainers or to register, please visit our class schedule.

PubMed for Librarians is made up of five 90 minute segments. Each segment is meant to be a stand-alone module and you can determine how many and in what sequence you attend. Classes are free.

The five segments are:

  • Introduction to PubMed
  • MeSH
  • Automatic Term Mapping
  • Building and Refining Your Search
  • Customization – MyNCBI

You can find out more about each segment or register for classes on our training calendar.

Watch for more class announcements soon.

We hope you’ll join us!

 

Earth Day is Coming…April 22, 2014

The first Earth Day was in 1970, the same year that the EPA was signed into law. Of the many databases offered by the U.S. National Library of Medicine (NLM) TOXNET®  is a suite of databases that cover toxicology data, hazardous chemicals, environmental health, and toxic releases.

What is TOXNET? A Little History.

The Toxicology Information Program (TIP) was established in 1967 at the National Library of Medicine (NLM) in response to recommendations made in the 1966 report “Handling of Toxicological Information,” prepared by the President’s Science Advisory Committee.

The objectives of TIP were to: (1) create automated toxicology data banks, and (2) provide toxicology information and data services. In the mid-1990′s, the mission of TIP was expanded to include environmental health and thus the Toxicology and Environmental Health Information Program (TEHIP) evolved.

TEHIP is responsible for the Toxicology Data Network (TOXNET), an integrated system of toxicology and environmental health databases that are available free of charge on the web.

The National Library of Medicine Training Center (NTC) offers online training about the TOXNET databases called Discovering TOXNET. One of the databases included in TOXNET is the Toxics Release Inventory (TRI). TRI data is collected by the U.S. Environmental Protection Agency (EPA).

What is TRI?

TRI tracks the management of certain toxic chemicals that may pose a threat to human health and the environment. TRI includes data about chemical releases, waste transfers, recycling and pollution prevention. TRI includes information that can help you learn about toxic chemical releases from certain facilities in your neighborhood.

Why was TRI created?

In December of 1984 there was a massive toxic gas release in Bhopal, India from a U.S. owned company. Thousands of people died on that day and thousands of deaths (approximately 8000) have been attributed to that accident. Later that same year, in West Virginia, there was another chemical release. While the W.V. release was on a much smaller scale than the release in India, people across the U.S. began to ask questions about preparedness and information about toxic releases from facilities in their towns.

How can TRI Help Communities?

  • TRI can identify which chemicals are released by TRI facilities
  • TRI can track increases and reductions of toxic chemical releases

What is a TRI Facility?

TRI facilities include manufacturing, coal/oil electricity generation, mining facilities, hazardous waste management and federal facilities. Companies in these industries must report their use of a TRI chemical if they manufacture, process or use more than a certain amount of a TRI chemical per year.

What is a TRI Chemical?

In general chemicals covered by the TRI Program are those that cause one or more of the following:

  • Cancer or other chronic human health effects
  • Significant adverse acute human health effects
  • Significant adverse environmental effects

The TRI Program currently covers 682 chemicals and chemical categories.

Read more about TRI at: http://www2.epa.gov/toxics-release-inventory-tri-program