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The blog of the National Network of Libraries of Medicine Evaluation Office

Archive for May, 2015

Use Evaluation Samples as Shortcuts

Friday, May 29th, 2015

VIVA project logo

We are often asked for samples of questionnaires and evaluations for information outreach projects. This peer tutor project from the Texas Rio Grande Valley has posted a number of sample evaluation documents that can be modified for other information outreach projects

The ¡VIVA! (Vital Information for a Virtual Age) Project is a high school-based health information outreach initiative in which high school students (peer tutors) from the South Texas Independent School District are trained to use and promote MedlinePlus, a consumer-health database of the NIH National Library of Medicine. Since 2001, these teen peer tutors have taught others about MedlinePlus through class demonstrations, student orientations, school open houses, and community events.

Evaluation has been a strong component of this program since its inception. As part of an online Implementation Guide , the ¡VIVA! Peer Tutor Project team posted many sample evaluation forms and documents. These can be modified to fit your own outreach evaluation needs. Here are some examples:

Logic Model and Evaluation Plan: Here is a sample of how to tie a logic model to the project’s evaluation plan based on outcomes.

Interview guides: It can take a long time to form the perfect questions for interviewing individuals or focus groups. See if these questions will work, and if not, see if you can adjust them.

Training Assessments: Here are some basic questionnaires designed to find out what students have learned and how they would rate their training session.

Feel free to use these shortcuts to make evaluation fit more easily into your workflow! If you have any questions about the program or the evaluation forms, feel free to contact Cynthia Olney.

Improve Your Presentations

Friday, May 22nd, 2015
Death by Presentation by Frits Ahlefeldt-Laurvig (CC BY-ND 2.0)  No changes.

Death by Presentation by Frits Ahlefeldt-Laurvig (CC BY-ND 2.0) No changes.

In a recent blog post, evaluator Stephanie Evergreen suggested that people no longer ask for power point slides at the end of a presentation (Stop Asking if the Slides are Available).  Her point is that the slides should support the speaker and be fairly useless on their own.  If the audience needs a reminder of what was said, the speaker should provide handouts, with main points and resources listed, as well as links to engaging dashboards and infographics.

In her blog post, Stephanie Evergreen has 10 points for improving your presentations.  You don’t like it when people read their slides? Her first point is to remove text from slides so the focus of the audience goes back to what the speaker is saying. A complementary point she makes is that the graphics on the slide be emotional to help the audience remember what the speaker is saying.

What makes Evergreen’s 10 points unique in the world of presentation advice is that many of them are about charts and graphs.  For example, her point, “Choose the right chart so that your results tell the best story,”  ties what some might see as dry charts into the story that your presentation is telling. Another one, “Keep it easy to interpret your graphs with close data labels and a descriptive subtitle,” is a suggestion that re-occurs in her blog and book, Presenting Data Effectively: Communicating Your Findings for Maximum Impact.  For a detailed checklist of how to make a better graph, take a look at her Data Visualization Checklist.

The OERC Expanding Its Limits at MLA ‘15

Wednesday, May 13th, 2015

The OERC will do its part in keeping Austin weird this week at the 2015 Medical Library Association conference.  If you happen to be around, stop by our presentations on Sunday (5/17) afternoon and say hi.

First up, Cindy Olney and other members of the !VIVA! Peer Tutor Project Team the will be exhibiting their poster:

Collaboration without Limits: A High School Student Intern and Health Care Providers Band Together for Patient Health Literacy (#49)
Austin Convention Center, Level One, Exhibit Hall 4
2:00 – 2:55 pm

South Texas ISD librarians Sara Reibman (who designed the poster), Lucy Hansen, and Ann Vickman also will be at the poster session. They have been training high school students to use and promote MedlinePlus and other health information resources since the !VIVA! Peer Tutor Project started in 2002. This poster describes a health information outreach project conducted by STISD high school student Yawar Ali and featured in a previous OERC blog post. We are hoping that Yawar will be joining us via Skype.

Karen Vargas will be presenting the following paper later on Sunday afternoon:

Boot up Your Lifelong Learning: Community Colleges and the National Network of Libraries of Medicine (NN/LM) Outreach Initiative
Austin Convention Center, Level Four, Ballroom E.
5:05-5:20 pm

Her co-presenters are Lisa Huang from Collin College (McKinney, TX) and Michelle Malizia, University of Houston. The panel will describe how one community college pushed the limits and collaborated with its regional medical library to offer educational opportunities in support of the Five-Year NN/LM Community College Outreach Initiative.

For our colleagues who are also attending MLA ‘15, we hope to see you there!

Billboard with postcard of Austin

Low Cost Mapping Tools on NLM’s Community Health Maps Blog

Friday, May 8th, 2015

Map of Childhood Lead Poisoining Risk in Philadelphia, PA from CDC Map Gallery

Have you ever wanted to be able to use mapping for your outreach needs, but thought that making maps would be too expensive, time-consuming, or just too difficult?   The National Library of Medicine has a blog called Community Health Maps: Information on Low Cost Mapping Tools for Community-based Organizations, with the goal of facilitating the use of geographic information system (GIS) mapping by providing information about low cost mapping tools, software reviews, best practices, and the experiences of those who have successfully implemented a mapping workflow as part of their work.  The blog is moderated by Kurt Menke, a certified GIS professional.

Here are some examples of the kinds of things you can find on the Community Health Maps blog:

  • A short guide for using iForm for field data collection. iForm is an app that can be used on iPads, iPhones and Android devices, and has a free version.  Using this app, you could go to different locations, gather data (for example, demographic information about attendance at your program), and view it in tabular or map format.
  • A description of a project using youth in the Philippines to collect data on the needs of their communities.  Technology + Youth = Change showed how a dozen donated phones helped 30 young adults survey and map information on access to water, electricity, jobs, and more.
  • A review of a pilot project done by the Seattle Indian Health Board’s Urban Indian Health Institute on noise pollution and health in the urban environment. One of the goals of the pilot project was to determine whether this kind of data collection and analysis would be feasible with other urban Indian health organizations, so they selected participants who had limited experience with data collection and GIS. The feedback suggested that the GIS software tools were very user-friendly and effective.

Photo credit: Childhood Lead Poisoning Risk Analysis, Philadelphia, Pennsylvania, from the CDC Map Gallery

Guerrilla Assessment Methods

Friday, May 1st, 2015

Recently, the Association of Research Libraries email discussion list had an enthusiastic discussion about guerrilla assessment techniques. These are low-cost, unconventional data collection methods that gather timely responses from library users. I thought I would share some of the favored methods from this discussion.

Graffiti walls seemed to be the most popular guerrilla method discussed in this group. Users were invited to write responses to one question on white boards or flip charts; or they were asked to write comments on sticky notes and post them to bulletin boards. Questions might be related, for example, to library space use or new furniture choices, or users might write suggestions for new resources. Pictured below is a colorful example of a graffiti wall from Clemson University’s Cooper Library posted by Peggy Tyler. Flip charts also were featured in this space use assessment conducted at University of Pittsburgh University Library System (see the FlipChart Analysis and the Flipchart Survey—Our Response presentations).

Short questionnaires to collect on-the-spot responses from users were also mentioned frequently. Some libraries placed laptops in conspicuous parts of the library to capture responses. Others took advantage of tablets, such as this project conducted at Georgia State University. Sometimes the low-tech approach worked best, featuring paper-and-pencil questionnaires or note cards for written comments.

Photographs also were used creatively to capture helpful assessment information. University of Pittsburgh University Library System staff used photographs to examine use of study space. With so many library users carrying mobile phones with cameras, there is a lot of potential for inviting users to incorporate photographs into their responses to assessment questions. In the ARL-assess discussion, Holt Zaugg at Brigham Young’s Harold B. Lee Library described a study in which student volunteers took pictures of places on campus that they thought fit a certain characteristic (e.g. too noisy, busy place to study).  The staff did follow-up interviews with the student volunteers for added insight about their photographs.

Guerrilla methods may look easy, but they do require careful planning and thought. You’ll need well-crafted, focused questions. You also will need an effective promotional strategy to attract user participation. And you’ll want a well-executed schedule for collecting and inputting data so that key information is not lost. Yet these guerrilla methods are worth the challenge, because they engage both participants and staff in the assessment process.  These methods are a refreshing alternative to conventional methods.

Graffitti Wall at Cooper Library at Clemson
Graffitti Wall at Cooper Library at Clemson

 

 

Last updated on Monday, June 27, 2016

Funded by the National Library of Medicine under Contract No. UG4LM012343 with the University of Washington.