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
If you were unable to attend MLA in Chicago this year or if you missed some of the presentations at the National Library of Medicine booth, you can view the presentations online.
Follow the link to a list of all the videos: http://www.nlm.nih.gov/pubs/techbull/mj14/mj14_mla_theater_presentations.html
Your My NCBI account not only allows you to create a collection of citations, but you can share them too. Students may want to do this while working on a project together or maybe you’ve been asked to do a literature search and you want an easy way to share the results.
Watch a 2 minute video from the National Library of Medicine on how to share a collection or follow the link: http://www.nlm.nih.gov/bsd/viewlet/myncbi/sharing_collections.html
Last week I shared with you a list of Top 100 Tools for Learning from the Centre for Learning & Performance Technologies and how we at the NTC take advantage of the top 5 tools. This week, I’ll continue to share some of the technologies on the list and ideas for how you might use them in your own teaching and learning. Of course, we welcome your feedback and ideas for additional ways to take advantage of what the technologies offer.
6. Evernote: Evernote is a tool I use daily in my work environment, but not one that the NTC “officially” uses. I keep short-term and long-term to do lists (I love the checkboxes), a list of books to read, and a standard packing list in Evernote. I use it to take and organize notes at meetings and conferences. One feature I really like is that I can take a picture with my tablet or phone and embed the picture in my Evernote note. This is especially useful if you just took a bunch of notes on a whiteboard and want to capture them for later. Your notes synch across your devices, so you always have them available.
7. Dropbox: Dropbox is a file storage tool that synchs across platforms and can be great for collaborating. When we travel for classes, I keep a copy of class materials in Dropbox just in case I have trouble accessing any of the other 3 locations where I have them stored. You can share files and folders without having to email them back and forth.
8. WordPress: You’re seeing our version of WordPress right now! We use WordPress as our webpage, the home page of which functions as a blog. While the content of the home page changes regularly, we keep semi-static pages as well. Do you use a blog in your own teaching or work? We’ve worked with one librarian who created a blog for a group of pediatric residents and posted any of their presentations from Grand Rounds so they would have them all in one place and could also use commenting features to ask questions. She also posted reference questions and resources to the blog as well.
9. Facebook: Are you following us on Facebook? We post our blog content on Facebook, as well as advertise new classes, post photos from our in-person classes and occasionally post a survey. Do you use Facebook in a teaching or learning capacity? We’ve heard of libraries and librarians that answer basic and reference questions on Facebook, but let us know how you use it!
10. Google+/Hangouts: The NTC doesn’t have Google+ account, but I’ve used the hangout feature for a larger group meeting (7 or 8 people), and it seemed to work well. It allows you to take advantage of webcams and you can share screen as well. Have you used hangouts?
11. Moodle: Moodle is the NTC’s course management system, so if you’ve ever taken a class with us, you’ve used Moodle. Moodle is a pretty versatile platform – we can create quizzes, have a discussion forum, share videos and tutorials, and many other types of content. It’s free, and open-source which gives it a little extra appeal. You can try out Moodle’s demo site as well.
Share with us on Facebook or Twitter how you use these tools!
Responses Due by June 26!
The National Library of Medicine has issued Request for Information (RFI) NIHLM2014157, to seek input from a wide variety of current and potential user communities, including health sciences and public libraries, health professionals, public health workers, community organizations, the general public, and other interested individuals and entities, for recommendations on how the National Network of Libraries of Medicine (NN/LM) can maximize its effectiveness and efficiency in providing all U.S. health professionals with equal access to biomedical information and improving the public’s access to health information.
All responses must be submitted via email to Justin Fraser and Uyen Phuong by 12:00 PM PDT June 26. Please include the Notice number in the subject line. Comments can include but are not limited to the following guiding questions:
Priorities, Strategies, Partnerships
- What priorities should the Network address? Provide recommendations.
- What strategies should be used to reach varied populations, including minorities and the underserved? (NLM is interested in hearing about strategies and practices that have proven successful in the past and that might point the way to future strategies and practices.)
- What are the most effective ways to partner with libraries, health, information, community organizations to reach health professionals, public health professionals, and the general public?
Outreach, Programs Training, Resource Sharing
- What new outreach roles and/or untapped outreach opportunities should be considered? What are barriers and opportunities in these new roles?
- Which Network programs should receive less emphasis or be considered for elimination? Why?
- What are the most effective strategies to support health sciences librarians in their knowledge and ability to support NLM products and services?
- What role should resource sharing (Interlibrary Loan) play in supporting the Network’s mission to promote access to biomedical and or health information?
Membership, Network Structure, Service Coordination
- What should be the responsibilities of Network membership? What should be the benefits?
- What type of Network advisory structure is needed?
- Will the geographical configuration of the Network meet future needs? What services of the Network could be coordinated nationally? What services are best coordinated at a local or regional level?
Response to this RFI is voluntary. Responders are free to address any or all of the categories listed above. NLM will use the information submitted in response to this RFI for planning purposes and is not obligated to comment or respond to any responder’s submission. However, responses to the RFI may be reflected in future solicitations. The information provided will be analyzed and may appear in reports. No proprietary, classified, confidential, or sensitive information should be included in responses.
Follow this link to submit your responses: Request for Information (RFI) NIHLM2014157,
The NLM Medical Text Indexer (MTI) combines human NLM Index Section expertise and Natural Language Processing technology to curate the biomedical literature more efficiently and consistently.
MeSH on Demand identifies MeSH Terms in your text using the NLM MTI program. After processing, MeSH on Demand returns a list of MeSH Terms relevant to your text.
Read the NLM Technical Bulletin article about MeSH on Demand: https://www.nlm.nih.gov/pubs/techbull/mj14/mj14_mesh_on_demand.html
Try MeSH on Demand: http://ii.nlm.nih.gov/Interactive/MeSHonDemand.shtml
History of MTI: http://ii.nlm.nih.gov/MTI/history.shtml
Read more about MTI: http://ii.nlm.nih.gov/Publications/Papers/MTI_System_Description_Expanded_2013_Accessible.pdf
In September 2013, the Centre for Learning & Performance Technologies released a list of the Top 100 Tools for Learning. The list is the result of a survey of more than 500 learning professionals in 48 countries. You can click on each item in the list to see comments from the survey participants and how they use the tool in teaching and learning. Today, I thought I’d share with you how I use the top 5 tools both professionally and personally.
- Twitter: The NTC has a Twitter account (@nnlmntc) that we use to send out news about our classes, changes to PubMed, TOXNET, and other NLM databases, share teaching or presentation tips and tricks, and ask questions of our followers. We follow health sciences libraries, health care agencies, government agencies, and teaching or training organizations to learn about new developments and what they’re sharing. Twitter can be a great way to learn about new resources or generate ideas. I also use Twitter personally. I find great information and conversation from following other librarians and non-librarians. I find it’s a great way to keep up with topics that interest me. There’s even a hashtag for medical librarians – #medlibs.
- Google Drive/Docs: The NTC does not use Google Docs formally, as we have other shared, collaborative spaces. However, we have heard from participants in our classes that have used it in their teaching. You can create a form or survey to have students respond to during a class or as an evaluation at the end of the class. You can also use it as a collaborative space for students to share ideas or questions.
- YouTube: While most folks have enjoyed watching a silly or amazing video on YouTube, how many of us have used it in teaching or learning? I frequently use YouTube both in my work and at home to figure out how to do things either with technology or around the house. The NTC has a YouTube channel where we aggregate the various tutorials we have created for our classes so they can be viewed at any time. We know many users prefer to learn from a video, so we plan to expand the video offerings here. What about you? Do you post videos on how to accomplish common tasks at your library, or videos to answer FAQs? Do you have a video tour of your library?
- Google Search: This one’s really evident, right? We know it’s not the be-all and end-all of searching, but tor everything from “who was that guy in that movie?” to “What’s the weather in Chicago?” Google search can come in handy. But what about as a teaching or learning tool? Some librarians in our classes have mentioned that they like to have students compare results in Google to search results in more specialized databases to see what the advantages or disadvantages of each might be. For your own learning, you can also set up a search alert for topics you’re interested in.
- PowerPoint: The NTC regularly uses PowerPoint to create presentations for our classes. We collaborate with NLM regularly and this is an easy-to-use tool that both organizations have access to. It’s a simple way to share images with an audience, and it can be used to create some interactive elements as well.
I invite you also to let us know on Facebook or Twitter (@nnlmntc) how you use these tools so we can learn from you as well. I’ll return next week with some additional tools and how we use them.
I recently had to complete some online training. I put it off as long as I could and now it had to be done. There were 4 modules and a test after each. Things were moving along pretty well; I was making progress. Then, I started module 3. OMG! Noooo! It was all text. Not a picture in sight. Not a “try this” button to click on. I groaned. Yes, out loud. I advanced to the next slide. I groaned again. I felt like a kid in grade school who didn’t want to do their homework. Mom, do I have to?
So, what gives? Why was I able to make my way through the first two modules without too much whining, only to feel like I had hit a brick wall when I got to #3? I’ll tell you why…no interactivity. The first 2 modules asked me questions and gave me the opportunity to test myself as I went along. I was also presented with some matching and I had to move some items around the screen to answer questions. All of which held my interest and kept me engaged. Module 3 on the other hand was long, text heavy, hard to pay attention to and easy to become distracted from.
While it may not always possible to create interactive training modules, I have been to the other side and back and am here to say: please try. Here are some tools that can help:
Have you ever seen the initialism ICYMI and wondered what it was? I’d seen it on Twitter and other places on the internet, but it took me a while to figure it out. Here are a few of our most popular recent links from Twitter, ICYMT (In Case You Missed Them)!
You can follow us on Twitter @nnlmntc to make sure you see these the first time around!
Bite-sized learning, coffee-break webinar, lunch and learn, chunked learning. Whatever you call it, many people want their training options short (chunks) and on demand. Here are 5 thoughts on how smaller can be better.
- Fights boredom. No frills, to the point.
- Promotes a sense of accomplishment.
- Our energy comes and goes throughout the day. Our interests come and go throughout the day. Providing to-the-point training opportunities allows an individual to fit training into their inner productivity clock.
- Bite-size chunks of information are easier to process and transfer to long term memory.
- Makes the learner feel that their time constraints are understood and respected.
What do you do when you have a difficult concept to teach your students? Do you give the best possible explanation and then ask if there are any questions? If you’ve tried that method, chances are you’ve been met with a few blank stares.
One strategy we like and use is the teach-back method. The teach-back method is often used in the healthcare setting to check in with patients that they have clearly understood the healthcare professional’s instructions. It’s not used as a test or a quiz, but rather to gauge if the teacher’s explanation was effective and if there are any points that need to be clarified or reemphasized.
You can use this tool in your classes by partnering students in groups of two or three to have them explain or recap any material you have introduced. You might say, “Turn to the person next to you and take turns explaining what we just talked about.”
A few examples:
- When would you use X instead of Y for your search?
- What’s the difference between Database X and Database Y?
- How do you get the full-text of an article?
While students are teaching each other, you can circulate to listen for misconceptions. At the end, you can ask the class for any points of confusion that came up during their discussion, for volunteers to relate their explanations, or for students to then apply the concept to an example.