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.
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.
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.
On November 4, 2014 the National Library of Medicine Training Center gave a presentation to the NN/LM Middle Atlantic Region about MeSH vocabulary related to chemicals and drugs and tips for searching for drug information in PubMed. Watch the recording to learn how to search for drugs or chemicals in PubMed and how to search using pharmacological action terms.
Posted on February 11th, 2015 by Jessi Van Der Volgen | Filed under NCBI Databases
Have you used the Genetic Testing Registry? Here’s your chance to learn about another resource from NCBI in just 4 minutes. The GTR “provides a central location for voluntary submission of genetic test information by providers. The scope includes the test’s purpose, methodology, validity, evidence of the test’s usefulness, and laboratory contacts and credentials.”
This 11-minute video is an introduction to the development, structure and use of the MeSH® vocabulary. The video may be of particular interest to searchers of MEDLINE®/PubMed®, and is used in the PubMed search classes offered by NLM and the National Library of Medicine Training Center (NTC).
Here are some of the most popular links we shared on Twitter in the last few months. You can follow us on Twitter (@nnlmntc) for even more tips on NLM resources, teaching or training, presentations, and more.
Tutorials, videos, and problem sets (oh my!). Learn about @NCBI resources in one place: http://ow.ly/CFZeV
Looking for consolidated info on a human genetic condition? Try MedGen from @NCBI & check out this sample record: http://ow.ly/AMJ2o
Posted on February 2nd, 2015 by Rebecca Brown | Filed under Technology
About a year ago my daughter and I were sitting at the dinner table and she asked me to text her some information. We laughed at how we were sitting together and sending each other texts and that it would be much easier if we didn’t need an external device to communicate; it would be great if we could just send messages directly to each others’ brain.
Fast forward ~ 6 months (ask and you shall receive) and a Brazilian paraplegic named Juliano Pinto kicked the opening ball at the 2014 Brazilian World Soccer Cup by using sensors to read the electrical “brainstorms” produced by his brain. “The signals are converted into digital commands that any mechanical, electronic, or even a virtual device can understand so that the subject can imagine what he, she or it wants to make move, and the device obeys that brain command. A mental SMS.”
Watch the 19 minute TED talk. At 11 minutes:16 seconds into the video, you can watch Juliano kick the ball.
Housekeeping details at the beginning of a class can seem a bit boring, but covering them is an important step in making your audience comfortable, especially if the training is more than an hour. So what should you include to make sure the basics are covered?
1. The Schedule: When does the training begin and end? When are the breaks? Is there a lunch break? How long is it? Knowing the schedule allows students to concentrate on the class. They’ll know when is the best time to get coffee, make a call, or attend to personal needs and may be less likely to step out of the classroom and miss an important concept.
2. Restrooms: Always include the location of the nearest restrooms, especially if participants are not familiar with the location.
3. Questions: Encourage your students to ask questions along the way. This gives you the opportunity to clear up misconceptions or fill in gaps right away, and allows the learner to move forward in the class.
Posted on January 26th, 2015 by Rebecca Brown | Filed under Uncategorized
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.
Here’s a fun graphic of iPad apps for teaching and learning. The apps are categorized in areas such as creativity, productivity, interactivity, and sharing and I’ve already found a few I’ve used and few more I want to try out. What looks interesting to you?