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 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.
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.
Do you work with young audiences? Here’s a video (intended for middle schoolers) from the Specialized Information Services division of NLM about particulate matter, its sources and the impact on our health. The animated video defines particulate matter, where it is found, how it is formed, and the potential risk to human health.
You can find other resources intended for young audiences by following this link:
Do you miss viewing the PubMed Citation Status tag while in the Summary View? The Citation Status tag tells us which step in the indexing process a particular citation is in and whether or not we can expect to find MeSH terms applied to the citation, now or in the future.
Here is a short video by NLM on how to use your MyNCBI account to add a right-side filter.
You knew them as Save Search, RSS and Related Citations. The names have been changed, but the functionality is the same.
The NTC and NLM will be offering PubMed for Trainers 10 times between now and April 30, 2016.
PubMed for Trainers is a 4-part series of classes; 3 online plus 1 in-person class. The class is worth 13 MLA CE credits.
Boston, MA August 5-25, 2015 (Registration Closed)
New York, NY August 5-27, 2015 (Registration closed)
Chicago, IL September 3-25, 2015 (Waiting List Only)
Seattle, WA October 22-November 10, 2015 (5 seats available as of 9/8/15)
Bethesda, MD October 20-29, 2015 (3 seats available as of 9/8/15)
Dallas, TX March 3-24, 2016 (Waiting List Only)
St. Louis, MO April 4 – 14, 2016 (1 seat available as of 9/8/15)
PubMed for Trainers offers an in-depth, behind the scenes look at PubMed. You will:
- Fill gaps in general knowledge you might have about MEDLINE and PubMed.
- Enhance your knowledge of the MEDLINE database
- Discover what the National Library of Medicine considers good background information.
- Improve your PubMed search technique.
- Improve your ability to analyze and implement Medical Subject Headings (MeSH)
We hope to see you there!!
Probably a familiar question if you work with NIH funded researches and authors. Once a paper is made publicly available in PubMed Central (PMC), researchers, medical professionals, students and the general public can obtain the full text of the paper at any time.
Through the National Institutes of Health Manuscript System (NIHMS), you can find data on the number of users accessing an author’s paper each month. This data is available for any author manuscripts associated with a users’ NIHMS account. (Note: Statistics are limited to PMC usage and do not include access from the publisher site or anywhere else the paper may have been posted.)
Click here to read all about the NIHMS system, how to setup an account: http://goo.gl/fe7gIJ
Historically (does Twitter have a history?),Twitter has been used to follow a person/group/product (ex. @nnlmntc). You can also post, follow and search for tweets using a hashtag (ex. #medlibs or #pubmed).
Another use of Twitter is to use it to attend a real-time Twitter chat (or Tweet Chat).
The image below shows a screenshot of the #medlibs archived sessions. Click on the photo to view a larger/clearer image.
How Does it Work?
At the day and time of the scheduled chat the designated moderator will begin the chat. If it’s your first time attending a chat, watch to see how people enter their responses to the posed questions. The image below shows an example of a common approach where participants respond to the moderator’s question (ex. Q1) with their answer in the format: Q1 and then continue to type an answer in 140 characters or less. Make sure to include the group’s hashtag in your response. People follow hashtags and that is how your comment will be seen by the intended audience.
Click on the photo below to view a larger/clearer image.
Here are two sites with a list of librarian hashtags:
There’s a Twitter Chat for That
Here are a few interesting things we’ve been reading in the last few weeks:
- #DitchTheSurvey: Expanding Methodological Diversity in LIS Research, a blog post on In the Library with the Lead Pipe.
- Flipping the classroom to teach systematic reviews: the development of a continuing education course for librarians, in the April issue of Journal of the Medical Library Association.
- What do libraries have in common with fish markets? Find out in Your Library is AWE-some on the blog, Designing Better Libraries.
- The NN/LM Outreach and Education Research Center (OERC) blogs about Guerrilla Assessment Methods this week. A quick read with some great ideas.
- The blog and dining guide for the Medical Library Association Annual Meeting in Austin, Texas! If you see us there, be sure to say hello!
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.
We’ve all attended good online meetings and bad online meetings. What qualities make for a good online meeting? Here is a short list of suggestions on how to run a successful online session.
- Use a slide to let people know they’re in the right place
- Acknowledge that people have arrived
- Open up a “question of the day”. Nothing difficult; just something to engage and focus people while they’re waiting for the “show” to begin
- Mute all participants. Yes, we want attendees to ask questions and make comments. No, we don’t want to hear papers rustling or conversations with co-workers who stop by to visit
- Explain how to unmute
- Orient participants to the interface and tools
- To quote the Rolling Stones: “We all need someone we can lean on.” Arrange for someone to work with participants who are having trouble with audio, to read questions from the chat box, to start and stop the recording, etc.
And…in case you haven’t seen the video that depicts common online webinar frustrations as portrayed in an in-person meeting, you can watch the 4 minute video below. Very funny and too true.