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 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.
Discover TOXNET and other NLM environmental health databases through videos, guided tutorials, and discovery exercises in thirteen independent modules. The independent modules cover TOXLINE, ChemIDplus, TRI, TOXMAP, Hazardous Substances Data Bank, IRIS, and more.
For some time now, libraries and librarians of all types and stripes have been utilizing a variety of social media platforms for a variety of purposes. This past week I had the opportunity to attend the Library Marketing and Communications Conference, where David Lee King was a keynote speaker on the topic: “Face2Face: Social Media for Customer Connections.”
Here are a few of my takeaways from that presentation, which I hope may also give you some things to consider as you develop and implement social media within your own library.
Think of the library’s website as the “digital branch” of the library.
Just because they’re all there doesn’t mean we should be there. (That is, don’t be compelled to have a presence on a particular social media platform just because everyone else seems to be using it.)
Listen – and respond – to what is being said on social media: who is saying it, what they are saying, and where they are saying it. If comments are directed specifically to you (or your library), listen carefully first. If your “critics” are speaking, silence may be the best response. And, don’t forget to say thank you when appropriate.
Communication in an online environment should use a conversational writing style – think “business casual.” Aim to sound friendly but professional at the same time. “Type like you talk.” And, use images and/or video whenever possible.
Think of social media as a community. Just start talking in the online environment: ask questions, listen, and respond.
Consider Twitter for: “What is happening now?” and Facebook for “What just happened?” That is, a different focus for different platforms.
Above all – have a plan! Set goals and a strategy and measure your success!
If you’re interested in more on this topic, David Lee King has also published a book on this topic.
Posted on November 4th, 2015 by Rebecca Brown | Filed under PubMed
The default year in the MeSH Browser (the browser versus the database many of us use each day) remains 2015 MeSH for now, but there is an alternate link that provides access to 2016 MeSH.
Access to two years of MeSH vocabulary is always available in the MeSH Browser, the current year and an alternate year. Sometime in November or December, the default year will change to 2016 MeSH and the alternate link to the 2015 MeSH.
More updates and download information about 2016 MeSH are forthcoming. Subscribe to the NLM Technical Bulletin here.
As the National Library of Medicine Training Center, we think a lot about things like: how can we make this presentation better; are we really reaching our audience; are we teaching or training; and other similar topics. In fact, every time we get ready to teach another session of a class we’ve taught multiple times before, we make revisions and tweaks to (hopefully) keep making it better.
This week, I came across a blog post by two writers who have been guest experts for Twitter chats sponsored by the Association for Supervision and Curriculum Development entitled, “The Cycle of Reflective Teaching.” This first sentence jumped out at me: “The more reflective you are, the more effective you are.” If this is true, and self-reflection is a skill that can and should be developed, how do we do that? While authors Pete Hall and Alisa Simeral target primarily those who teach in K-12 settings, there might be something here for all of us who do any type of training or teaching.
Here’s a summary of their key points:
1.) Stop. “We’re doing without really thinking about what we’re doing.”
2.) Practice. “Thinking about your work, as an act unto itself, will not singlehandedly make you a more reflective and effective educator.” Hall and Simeral outline the four steps of the Reflective Cycle.
3. ) Collaborate. “This work is far too complex, and far too important, to go it alone.”
If this topic piques your interest, read more in the full blog post or check out their book titled, Teach, Reflect, Learn: Building Your Capacity for Success in the Classroom.”
For me, I think I’ll keep thinking about my next class when I take my walk today.
The Radiation Emergency Medical Management Team is proud to announce the first major redesign of its site since REMM was launched in 2007. The redesign includes a more modern banner, a new color palette and font style, and a new navigation system.
There are now six content groups on the new home page and an easy-to-use navigational menu has been added with sections for:
• Interactive Clinical Tools
• Diagnosis and Treatment
• Reference and Data
• Overview of REMM and
• Links to downloading the REMM app for various mobile devices
One of the most popular features, the Multimedia Library in carousel form, remains on the home page, with several categories of multimedia assets.
Many significant content updates have been added to the website, including: new references in several sections, updates to a number of pages, a new email update system, and more.
All prior URLs have been retained. Users who have previously visited REMM pages may need to refresh (reload) the page to see the new design.
REMM is included as one of the resources in the NTC modular course “Discovering TOXNET.”
Posted on October 13th, 2015 by Matt Steadman | Filed under Bios
Hello, I am Matt Steadman, I began working with NN/LM in July of 2011 and am the web software developer for NTC, and also work with the MidContinental Region. I’m responsible for the underlying code of the NTC website, the NN/LM Class Registration System, NTC’s graphics and course logos, ensuring compliance with federal regulations and best practices for the website, and whatever other similar tasks come up.
I received my Bachelor of Science in 2012 in Computer Engineering from the University of Utah in 2012. Throughout my education I applied my skills in various capacities, I have worked as a web developer, business analyst, data analyst, graphic artist, and as an assembler of electronics. Although until I found myself working with the NTC, I didn’t even know that Medical Librarians existed. Since then I have learned a lot about the role that Medical librarians play and am very honored to assist both my coworkers and the many librarians that we train.
In Fall 2014 I founded the Video Game Heritage Institute, a 501(c)(3) non-profit organization dedicated to the preservation and recognition of the inherent art of the medium as well as the impact that video games have had on our culture at large, and the role they continue to play. I am currently pursuing my MBA at the University of Utah in the Professional MBA program, and expect to graduate in Fall of 2017.
I live with my wife of 9 years Emily and our 1 year-old daughter Madeline in Taylorsville, Utah.
NTC staff follow a number of blogs, online forums, listservs, and Twitter feeds related to learning and instruction. Jane Hart is a well-regarded international speaker and writer on modern approaches to workplace learning. Jane is the also the Founder of the Centre for Learning & Performance Technologies (C4LPT), one of the world’s most visited learning sites on the Web, where she also compiles the very popular annual Top 100 Tools for Learning list from the votes of learning professionals worldwide. Her blog, Learning in the Social Workplace, was recently rated top of the 50 most socially shared Learning and Development blogs.
Recently, the blog published the Top 100 Tools for Learning for 2015. For the seventh year running Twitter is the Number 1 tool on the list, although this year it is very closely followed by YouTube, and, once again, the list is dominated by free online tools and services. Jane observes, “I can also see some interesting new trends in the tools that are being used for both personal learning and for creating learning content and experiences for others.”
Some “Big Movers” on the 2015 list – moved up sixteen or more places – including Skype, OneNote, SharePoint, and Kahoot. To read the full blog post, including the complete presentation of the 2015 list, visit:Top 100 Tools for Learning 2015.
For many years, the National Library of Medicine (NLM) has created a wide variety of exhibitions and companion websites to inform the public about issues which also highlight various aspects and elements of NLM’s extensive collections.
NLM has announced the release of another special display and traveling banner exhibition made available free of charge to cultural institutions across the country and an online adaptation of Confronting Violence, Improving Women’s Lives.
Confronting Violence tells a story that is unfamiliar to most. In fact, within the scholarly community, no one has written about this chapter in history. For many, the anti-domestic violence movement came into focus during the 1985 Surgeon General’s Workshop on Violence and Public Health or with the passage of the 1994 Violence Against Women Act. Yet, for years prior, nurse reformers were working on the front lines in shelters and emergency rooms across the country. They conducted studies, analyzed data and developed protocols for identification and treatment of patients who had experienced domestic violence.
Until the late 1970s, medicine as a whole had largely dismissed or failed to acknowledge domestic violence as a significant health issue. Nurses pushed the larger medical community to identify victims of battering, adequately respond to victims’ needs and work towards prevention. Confronting Violence chronicles the experiences of these passionate, persistent nurses, who changed the medical profession and dramatically improved services to victims of domestic violence in the latter half of the 20th century. The work continues today, as individuals from all walks of life and organizations draw upon the lessons of the past to develop innovative and creative approaches to supporting survivors and preventing domestic violence.
The special display will be open to the public in the NLM History of Medicine Division (HMD) Reading Room on the first floor of the National Library of Medicine, September 17, 2015 – August 19, 2016.
An opening program will take place September 17 from 1:00 to 3:00 PM in NLM’s Lister Hill Auditorium. The traveling banner adaptation of Confronting Violence, Improving Women’s Lives will be traveling to 50 sites across the country over the next four years. Please visit the Traveling Exhibition Services Web site to see the tour itinerary and find this exhibition near you.