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
Recently, the Shift eLearning Blog had a post entitled “Understanding People is the Most Important Thing in eLearning Design.”
I think that many of their tips can be applied to both online and face-to-face environments. Below are a few of my take-aways, but the full post is linked above if you’d like to click over to it.
Their first principle is: people like people. They suggest that in designing e-learning, you should incorporate images or videos of people to make the lesson more engaging. I think whenever possible, we should go further and try to provide opportunities for people to interact with each other. When I think about the last class or conference I attended, one of my favorites aspects is talking with others about new techniques or ways to solve problems. You might add discussion or polls to your classes to take advantage of this principle.
Secondly, people like stories. This is probably not a surprise if you reflect on presenters you’ve seen – it always seems more memorable if they’ve used a story to illustrate an important idea. Can you create a realistic scenario or recall a story to make the message stick in your classes? Maybe you have a story about a time research changed a diagnosis or treatment decision? Consider adding stories like these to your classes to make the content of the class easier to understand or recall.
Shift also states that people like both organization and surprises. At first, this might seem a bit contradictory. The overall course should have a clear and logical flow, but an occasional surprise can be fun and really help information to stick. Like a plot twist in a great novel, a surprise can re-engage the learner and show a novel way to look at the information, especially if it’s something they may have encountered previously. Thinking about something you often teach, how can you incorporate something unexpected?
So, you’re about to give a presentation or lead a training session and like a good instructional designer you have a list of learning objectives that you want to cover. However, reading the list of objectives from a PowerPoint slide can be a dry way to start off. While you have everyone’s attention, make the most of it. I recently read an article called: 10 Ways to Yawn Proof Your eLearning. While many of us do not do eLearning per se, these 2 suggestions can work in a face-to-face setting as well.
Two ways to make learning objectives sound less boring and even possibly fun:
1) Frame your objectives as questions, eg., How can I find citations in PubMed that have been indexed as Review articles? Can’t you hear the crowd now? Woohoo!! We’re going to learn how to find Review articles. I can’t wait!
2) Sell the objective as a benefit and turn it into a one sentence promotion, eg., You’ll learn how to find evidence-based literature for all the requests from year-one medical students.
Read all 10 suggestions at:
My name is Jessi Van Der Volgen and I am the newest member of the National Library of Medicine Training Center. I joined the NTC in September 2013 after working with the NTC as part of the second year of my National Library of Medicine Associate Fellowship at the University of Utah Spencer S. Eccles Health Sciences Library. In the first year of the fellowship at NLM, I had the opportunity to work on projects for MedlinePlus, LocatorPlus, the Disaster Information Management Research Center, and participate in a natural language processing project. What can I say? My interests are highly varied!
As a trainer for the NTC, I help develop and teach online and in-person classes on PubMed, TOXNET, and other NLM resources. I’ll also be contributing to our blog and social media accounts (Facebook and Twitter), so take a minute to follow us, if you’re not already doing so!
While in library school (University of Wisconsin – Madison), I worked at a very busy undergraduate library answering all kinds of interesting questions. I also had a project assistantship at the Limnology Library. I had to look up limnology before applying to the job — it’s the study of inland waters. With just two library school students running the library, I had a chance to do a great variety of work – organize and weed government documents, copy catalogue new books, develop a class on copyright for faculty and graduate students, and even dust the shelves.
Before becoming a librarian, I was a high school biology teacher at a small school just outside of Portland, Oregon. I loved teaching freshman through seniors, and it was wonderfully rewarding to see them be excited by new concepts. If you teach or train, you know how great it is to witness those “a-ha!” moments.
I am enjoying getting to know Utah, which is a great place to be if you love the outdoors. In my off time, I like hiking, biking, cross-country skiing, trying new restaurants, playing with my rascally dog, Ruby (a corgi), and watching the Packers!
I look forward to meeting you – either virtually or in-person!
Jessi Van Der Volgen
Last month I attended an online training from The Bob Pike Group, called No More Boring Technical Training. In just an hour, the instructor led an interactive session with several ideas for enlivening training that could be highly technical. Here are few examples of techniques you could try.
- If you’re using scenario-based training, make the scenarios realistic and offer multiple choices of scenarios. Presenting the learner with a choice, gives them control and leads to better engagement.
- If what you’re teaching is abstract or complex, use metaphors, analogies, or images to aid in your explanation.
- Use a find-and-fix. Show students an example in which something (or several things) is incorrect. Ask them to identify the problems and suggest solutions.
- In computer-based training, try guided exploration. If they can’t break it, what neat shortcuts or functions can they find? (For an example, type “tilt” or “do a barrel roll” into the Google search box).
Have you tried any of these techniques? Which one would best fit in to the classes you are currently teaching?
The National Library of Medicine Training Center (NTC) is unaffected by the current government shutdown.
While we have no further information than what is posted about National Library of Medicine websites and products, we are available to assist you to the extent possible.
You can contact us at email@example.com
PubMed continues to be up and running. You will see this message on the PubMed site. Click on the image for a larger view.
Olivia Mitchell, of Speaking about Presenting, suggests that you let your audience know (with a flag) what you are about to say in order to help them focus on the information.
Here are her 3 suggestions (or flags):
- Here’s the most important thing I want you to get.
- There are three reasons why we should do this.
- Here’s a question to think about.
This technique can be used when you provide a class handout with fill-in-the-blanks. Let people know when you are about to answer one of the questions on the handout.
As part of ongoing efforts to meet the goals of the federal Digital Government Strategy, the Department of Health & Human Services (HHS) is making available 33 free health mobile apps.
The apps are geared to both consumers and healthcare professionals and offer functions such as tracking health status, accessing medical information, smoking cessation, educating EMS professionals and educators on field triage, aiding physicians in identifying appropriate patient-specific preventive services, finding an HIV/AIDS treatment professional, tracking influenza-like illness activity, accessing a national directory of health hotlines, finding community health centers and recording current and past medication histories.
The National Institutes of Health, Centers for Disease Control and Prevention, Agency for Healthcare Research and Quality, National Library of Medicine, Health Resources and Services Administration, National Cancer Institute, National Human Genome Research Institute and Centers for Medicare and Medicaid Services developed the apps.
Access the complete list of apps here.
Would you like to learn more about the environmental health resources available from the National Library of Medicine? Join the NLM Training Center (NTC) from October 21 – November 5, 2013 for Module 1 a new online class, called “Discovering TOXNET: From Paracelsus to Nanotechnology.”
TOXNET is a web-based system of databases covering hazardous chemicals, environmental health, and toxic releases. Module 1 covers three TOXNET databases (ChemIDPlus, LactMed, and TOXLINE) as well as three emergency response tools (CHEMM, REMM, and WISER). Module 2 covers the risk assessment databases and will be offered at a later date. You’ll learn about the resources through videos, guided tutorials, discovery exercises, and solving real-life reference questions.
Who should take the class?
Health sciences librarians and health sciences professionals interested in unlocking the information in the following TOXNET and emergency response tools: ChemIDPlus, LactMed, TOXLINE, CHEMM, REMM, and WISER.
How much time?
3 hours of work on your own time followed by a 1 hour synchronous session using Adobe Connect. Participants who complete the class requirements are eligible for 4 MLA Continuing Education credits.
Asynchronous work on your own (allow 3 hours): October 21 – 31, 2013
Synchronous Adobe Connect session: November 5, 2013, 1 pm ET (12 pm CT, 11 am MT, 10 am PT)
How to Register?
Enrollment is limited, so register soon! Visit: http://nnlm.gov/ntcc/classes/schedule.html
SciENcv is a new feature in My NCBI that helps users create an online professional profile that can be made public to share with others. Users can document their education, employment, research activities, publications, honors, research grants, and other professional contributions.
eRA Commons account holders who have linked their eRA account to My NCBI will find their SciENcv profile automatically populated with the information stored in their eRA Commons profile. You do not have to have an eRA Commons account to create a SciENcv profile.
Click here to read the entire announcement