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
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
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
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
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
Hello, my name is Sarah Dickey, and I’m the Program Manager for the National Library of Medicine Training Center. I joined the NTC in June 2013. As the program manager I handle the day to day activities of the NTC including course registration, behind the scenes course administration, troubleshooting, and general administrative duties. If you ever have questions or concerns, you know who to call!
In 2009 I graduated Summa Cum Laude from Utah Valley University with my BS degree in Digital Media and an emphasis in project management and web development. After college I worked as a substitute teacher, printing services technician, elementary school media assistant, and most recently administrative assistant at a local engineering firm. I am so happy to have made my way to the University of Utah working with the fine people of the Eccles Health Sciences Library.
I was married in 2010, and live in the suburbs of Salt Lake City with my husband and twelve year old step daughter. My husband and I are expecting our first child together (a boy) in March! In my free time I love hiking, exercising, touring the national parks, (we have five here in Utah), spending time with my family and crafting. I have lived in Utah my entire life and I can’t really imagine living anywhere else.
This is me snowmobiling in Yellowstone last January, (it was -20 F!)
In October, the Pew Internet & American Life Project posted a new report on the use of online video. You can read the full report here or, conveniently, you can watch an online video summary on the rise of online video:
Here are a few highlights:
- 78% of American adult internet users watch or download online videos
- The most widely viewed video types are comedy, education, and how-to videos
- The percent of American adult internet users who upload or post videos online has doubled in the past 4 years from 14% in 2009 to 31% today
Do you use videos in teaching and training, or are you planning to? Many users expect to find answers precisely when they need them, and videos can be a good way to address these just-in-time needs. Knowing that education and how-to videos are among the top three types of videos viewed, your efforts to create videos will likely be appreciated by your users. You could use videos to address frequently asked questions, take virtual visitors a tour of the library, or provide tutorials on how to accomplish common tasks.
A few tips to consider in making videos:
- Keep it short
- Make them shareable and post them on your social media channels
- Be sure they are easy to find
- Ensure that they work on mobile devices
- Make them accessible
Hi. My name is Rebecca Brown and I work for the National Library of Medicine Training Center. My full title is: Trainer/Curriculum and Content Specialist.
I received my MLS from Texas Woman’s University. Before grad school, I held several non-professional jobs in public libraries in the Kansas City area. During grad school I worked in the Copyright and Document Delivery Department of the Archie Dykes Health Sciences Library at the University of Kansas Medical Center.
After graduation, my first professional job as a librarian was with the National Network of Libraries of Medicine – MidContinental Region (NNLM-MCR) as the Kansas and Technology Liaison. I held that position for almost 5years.
I love teaching and have wanted to be a database trainer for years. I teach PubMed and the TOXNET suite of databases that cover toxicology, hazardous chemicals, environmental health, and toxic releases.
I hope to see you online or at your library!
On October 22, 2013 PubMed implemented the Sort by Relevance feature. Let us know what you think.
Julie Dirksen, an Instructional Designer, recently wrote a blog post for the e-Learning Leadership blog called: An e-Learning Challenge – Why Should You Care Right Now? She explains hyperbolic discounting this way: “Behavioral economists study the concept of hyperbolic discounting, which is our tendency to prefer rewards that come sooner over rewards that happen later, even when the later reward is somewhat larger.”
How would you answer these 3 questions:
1. Would you rather have $10 today, or $11 tomorrow?
2. Would you rather have $10 today, or $11 in a year?
3. Would you rather have $10 today, or $1000 in a year?
According to Dirksen, responses are generally the same. Half the people are split on question #1, everybody wants the money from question #2 today, and everyone is willing to wait for the money in question #3.
What are the implications for training?
Julie’s personal example hits the nail on the head. She attended a training event about Health Savings Accounts (HSA). HSAs let you set aside pre-tax dollars from your paycheck to use for allowable medical expenses. She said it was the most boring training she had ever attended (possible hyperbole). She described the training as one where they told her everything she needed to know so that she could use her HSA at some point in the future…if she had the need. How fulfilling is that? Not very.
Now, think about what the 3 questions told us about human behavior (remember the $1000) and use that to design a scenario-based training where you build in some urgency, a reason to care. Julie’s suggestion for beefing up the HSA training was to give people the HSA guidelines, give them scenarios and ask them to figure out if they can use their HSA money. I’ve got to figure out if these medical expenses are qualified and use the money before the end of the year (sense of urgency)! This gives the learner a reason to pay attention and a reason to use the information. Sounds like a win-win situation. Now, I’ll take that $1000 today please.
You can read the entire post here: http://ow.ly/qVEgi
When you’re teaching a class, do you use example searches that you know work well to demonstrate a concept or topic, or do you incorporate participant suggestions as you go?
I like to start with one or two examples that I know can demonstrate the concept, then use a student search topic. It’s important to me to have a clear example first, but demonstrating with student topics can make the class feel more relevant and authentic. Even so, students might be hesitant to share their questions or might not have a current assignment, so it’s important to have a few searches to demonstrate.
Sometimes coming up with good examples can be the most challenging part of designing a class. Because I don’t want to spend time devising new examples each time, I’ve started keeping an example bank. My example bank is really just a spreadsheet with four columns. The columns are labeled: objective, audience, example, and notes. In the objective column I list the objective I’m trying to achieve. In the audience column, I list the audiences with whom I’d use the example. I try to come up with relevant examples for different audiences, such as nurses, pharmacists, or medical students. Even if the objective is the same, I’ll use a new row for each audience so I can sort the table by audience. In the example column, I list the specific example I’ll use. Finally, in the notes column, I write anything that I want to point out about this example.
Now, when I’m piecing together a class, I have a bank of examples that I can sort by objective or audience and quickly pull into my class outline. I make sure to try the sample search before each class, just to be sure it still works to demonstrate the concept.
Do you have an example bank? What else would you add to the table I’ve described?
The National Library of Medicine (NLM) announces the activation of the Emergency Access Initiative (EAI) in support of medical efforts in the Philippines and surrounding areas following the devastating typhoon. The Emergency Access Initiative is a collaborative partnership between NLM and participating publishers to provide free access to full-text articles from over 650 biomedical serial titles and over 4,000 reference books and online databases to healthcare professionals and libraries affected by disasters.
The Emergency Access Initiative serves as a temporary collection replacement and/or supplement for libraries affected by disasters that need to continue to serve medical staff and affiliated users. It is also intended for medical personnel responding to the specified disaster.
EAI is not an open access collection - it is only intended for those affected by the disaster or assisting the affected population. If your library is working with a library or organization involved in relief efforts in the Philippines or other affected areas, please let them know of this service.
NLM thanks the participating publishers for their generous support of this initiative: American Academy of Pediatrics, American Association for the Advancement of Science, American Chemical Society, American College of Physicians, American Medical Association, American Society of Health-Systems Pharmacists, ASM Press, B.C. Decker, BMJ, EBSCOHost, Elsevier, FA Davis, Mary Ann Liebert, Massachusetts Medical Society, McGraw-Hill, Merck Publishing, Oxford University Press, People’s Medical Publishing House, Springer, University of Chicago Press, Wiley, and Wolters Kluwer.
Sample journal titles:
. Accident and emergency nursing
. Annals of internal medicine
. Archives of surgery
. Depression and anxiety
. Disaster medicine and public health preparedness
. Environmental toxicology and pharmacology
. International journal of cardiology
. International journal of infectious diseases
. JAMA : the journal of the American Medical Association
. Journal of emergency medicine
. Journal of traumatic stress
. New England journal of medicine
Sample book titles:
. Merck manual of diagnosis and therapy
. Public health & preventive medicine
. Handbook of critical care
. Human virology
. Infectious diseases: the clinician’s guide to diagnosis, treatment and prevention
. AHFS drug information
. Cochrane database of systematic reviews
. Essential Evidence Plus
For questions regarding the Emergency Access Initiative, please email firstname.lastname@example.org or call 1-888-346-3656 in the United States, or 301-594-5983 internationally.
A recent CNBC blog post told of the lack luster coverage of Twitter’s IPO (first sale of stock by a company to the public) announcement. According to CNBC, on the day Twitter announced the price range for its recent public offering, the story didn’t make the top 10 on CNBC that day. CNBC featured the story on their website as well, but interest in the story dropped to number 15 within the hour.
Maybe you’re not surprised because you don’t care about Twitter, but maybe this will surprise you. On the day Twitter announced it was going public, more people were interested in Facebook owner Mark Zuckerberg’s real estate problems (Don’t ask me what they are, I’m not following the story ). Compare that to interest in Facebook’s IPO, which was in CNBC’s top 10 on the day of the announcement.
Possibly, about right now, you’re saying I don’t care about Twitter AND I don’t care about Facebook either. I understand completely, but listen to these numbers. Twitter has approximately 218 million* users and Facebook has 1.15 billion users.** Millions and billions. Those are some big numbers! There must be something useful to come out of all the effort made by millions and billions of people, but I think that’s another blog post.
If you care to read more, the whole story can be found at: http://www.businessinsider.com/why-no-one-cares-about-twitter-2013-10
On November 4, 1988 Congress established the National Center for Biotechnology Information (NCBI) to develop new information technologies to aid in the understanding of the molecular processes that control health and disease. Since then, the number of tools and databases at NCBI has grown enormously. It can be difficult to keep track of which database does what, so NCBI provides a handy overview of selected NCBI databases. You can download the printable factsheet with short descriptions of each resource or database.
If you’d like to learn more about NCBI resources, check out their Educational Resources page and YouTube videos. They have a wealth of resources, but you don’t have to learn them all at once! Maybe you’d like to challenge yourself to take 30 minutes a week to discover and explore one of their resources. You can learn a lot in just a few minutes. For example, the short video below describes how to locate all of the genetic sequences of an organism.
It sounds counter-intuitive, “Don’t Make Learners Think!”, but that is what Karla Gutierrez of Shift!’s eLearning blog wrote. It isn’t what you might be thinking though. Karla’s statement “don’t make learners think” refers to navigating through an online course. Learners shouldn’t have to spend their time figuring out how to get from one section to the next.
Here are the 7 principles of the Don’t Make Them Think approach to design and a short comment about each principle.
1) Use Visual Cues: Think breadcrumbs. Create a trail so people can easily get where they want to go.
2) Make It Too Obvious: Use standard conventions for icons and buttons.
3) Minimize Your Design: Use white space to give learners room to find what they are looking for. In other words, don’t crowd the page.
4) Reduce Cognitive Load: Cut out unnecessary words. Edit, edit, edit.
5) Be Consistent: Need I say more?
6) Follow Real World Conventions: Use the vocabulary/jargon of the group you are training. When in Rome…
7) Usable Navigation: When a user gets to the end of a section, they shouldn’t have to guess where to go next and how to get there.
To read the entire post by Gutierrez, go to: http://goo.gl/pJXgQY