Did you know that you can easily share a PubMed search strategy by sending the URL for the search? Watch this one minute video to learn how.
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Assistant Director, National Library of Medicine Training Center
The Spencer S. Eccles Health Sciences Library at the University of Utah seeks an imaginative team leader with progressive ideas to lead the National Library of Medicine Training Center (NTC). The Assistant Director reports directly to the Associate Director of the NN/LM MidContinental Region. The Assistant Director plans and implements the activity of the NTC; supervises NTC professional and support staff; and, in conjunction with National Library of Medicine staff, coordinates the activities of the NTC with other components of the NN/LM program, in order to support the effective use of NLM information products and services. With the NTC team, the Assistant Director assures compliance with all elements of the Statement of Work that is part of the contract with the National Library of Medicine and develops and implements a strategic program plan for the NTC, including the appropriate assessment and evaluation of instruction. The individual in this position prepares an annual budget and supervises the timely delivery of class reports, quarterly reports, annual reports, and evaluation reports. The Assistant Director conducts online and in-person training classes throughout the United States on PubMed, TOXNET and other topics related to training and NLM resources and coordinates NCBI training. The NTC web site, social media plan, and national and regional class registration system falls under the Assistant Director’s supervision. Responsibilities also include monitoring new developments related to NLM products and services and monitoring, disseminating and incorporating new information and trends related to distance learning, adult learning and instruction. Position is a full-time, non-tenure track faculty position.
For more information on duties, qualifications, etc. please view our job listing <http://utah.peopleadmin.com/postings/40608 >
Affirmative Action Statement
The University of Utah is an Affirmative Action/Equal Opportunity employer and does not discriminate based upon race, national origin, color, religion, sex, age, sexual orientation, gender identity/expression, status as a person with a disability, genetic information, or Protected Veteran status. Individuals from historically underrepresented groups, such as minorities, women, qualified persons with disabilities and protected veterans are encouraged to apply. Veterans’ preference is extended to qualified applicants, upon request and consistent with University policy and Utah state law. Upon request, reasonable accommodations in the application process will be provided to individuals with disabilities. To inquire about the University’s nondiscrimination or affirmative action policies or to request disability accommodation, please contact: Director, Office of Equal Opportunity and Affirmative Action, 201 S. Presidents Circle, Rm 135, (801) 581-8365.
The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically underrepresented students.
The University of Utah Health Sciences Center is a patient focused center distinguished by collaboration, excellence, leadership, and Respect. The University of Utah HSC values candidates who are committed to fostering and furthering the culture of compassion, collaboration, innovation, accountability, diversity, integrity, quality, and trust that is integral to the mission of the University of Utah Health Sciences Center.
This is a fun tool for getting thoughts down quickly and it has a pretty shallow learning curve. Just go to: https://www.text2mindmap.com/ It’s free and you don’t even have to register to get started.
Watch this 4 minute video to for step-by-step instructions for submitting manuscripts and associated files to PubMed Central to comply with the National Institutes of Health (NIH) Public Access Policy.
Learn about the National Guideline Clearinghouse index of guidelines in this video snippet.
When you reach out to grab an object, neurons fire telling your brain to reach and grab for the object. These are called motor command neurons and have been known about (by those who know) for about 50 years.
Researchers in Italy (PMID 24778385) recently found a subset of these command neurons called mirror neurons. Mirror neurons fire when you watch someone reach to grab an object. These neurons don’t even have to do the actual action in order to fire, all they have to do is see the action and they will fire.
Neurologist Vilayanur Ramachandra at University of California San Diego describes these neurons as empathy neurons and believes they may be involved with imitation and emulation…“because to imitate a complex act requires my brain to adopt the other person’s point of view.”
Why is this important? Learning by watching and not having to actually do a particular thing has helped to quickly spread new human behaviors across continents and populations; leap frogging evolution. For example, the use of a new tool, language or the use of fire could be learned by watching and then spread across humanity. Ramachandran says “the imitation of complex skills is what we call culture and is the basis of civilization.”
Watch the 7 minute 45 second TED talk here: www.ted.com/talks/vs_ramachandran_the_neurons_that_shaped_civilization
What do nuns, surgeons, and transplant recipients have in common?
No, it’s not the beginning of a joke — they’re all new MeSH terms for 2015!
I mentioned last week that I love exploring the newly released MeSH terms. Here are a few more highlights.
Want to make a suggestion for next year? Send it to NLM!
Do you teach others about PubMed? Did you know that the National Library of Medicine has a resource page of PubMed instructional materials? The next time you’re building a class or helping a user, instead of reinventing the wheel (or the tutorial), check to see if one already exists. The resources on this page include pamphlets, handouts, slides, and videos and can be reused and adapted for your own training.
Have an idea for a different topic or format? You can contact NLM (see the link on the above website) or the NTC.
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.