NTC » Online Chats http://nnlm.gov/ntc National Library of Medicine Training Center Wed, 22 May 2013 15:43:22 +0000 en-US hourly 1 http://wordpress.org/?v=3.5.1 PubMed for Librarians: Introduction to PubMed – Recording http://nnlm.gov/ntc/2013/01/09/pubmed-for-librarians-introduction-to-pubmed-recording/ http://nnlm.gov/ntc/2013/01/09/pubmed-for-librarians-introduction-to-pubmed-recording/#comments Wed, 09 Jan 2013 16:20:51 +0000 Rebecca Brown http://nnlm.gov/ntc/?p=2157

View the recording to learn about the difference between PubMed and MEDLINE, how to run a PubMed search, assess your search retrieval, analyze search details, customize with My NCBI, discover and employ three ways to search for a known citation and use the Clinical Queries search tool.

Sometimes the audio and video portions of the recording are out of sync. If the slides don’t seem to match up with what the presenter is saying, close your browser window and reload the recording. This may fix the problem.

https://webmeeting.nih.gov/p50774911/

]]> http://nnlm.gov/ntc/2013/01/09/pubmed-for-librarians-introduction-to-pubmed-recording/feed/ 0 Online courses and learner-led chats http://nnlm.gov/ntc/2012/08/15/online-courses-and-learner-led-chats/ http://nnlm.gov/ntc/2012/08/15/online-courses-and-learner-led-chats/#comments Wed, 15 Aug 2012 19:15:26 +0000 Sharon Brown http://nnlm.gov/ntc/?p=1395 When your course includes online chats it may be beneficial to establish whether or not the online participants have the skills to conduct chats efficiently, integrate the information and ultimately resolve and report on the issues discussed.
It might prove beneficial to provide coaching and feedback before and outside the online course. This coaching would include reviewing the roles and expectations of  Moderator, Recorder and Participants. David S. Stein and Constance E. Wanstreet, two faculty members from The Ohio State University, presented their findings at the 28th Annual Distance Learning and Teaching Conference. Their 2012 preliminary results found that a coached group demonstrated five times more evidence of high-order thinking that the un-coached group.

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