PubMed® for Trainers
There are no sessions currently scheduled for this class, the following information may be out of date.
4 sessions total: three online sessions (90 min. each), plus one in-person session (9 AM - 4:30 PM)
Who should take PubMed for Trainers?
This class could be for you if you teach PubMed to large groups, small groups, or one-on-one training and of course if you search PubMed on a regular basis.
What should I expect from the PubMed for Trainers class?
During the class, you can expect to:
- Enhance your knowledge of the MEDLINE database.
- Improve your ability to analyze and implement Medical Subject Headings (MeSH).
- Apply the features and tools of PubMed for searching and training.
- Fill gaps in general knowledge you might have about MEDLINE and PubMed.
- Identify background information and apply it to searching.
- Develop a PubMed search strategy.
- Expect 2-3 hours of homework outside of class time.
How much time do I need to devote to the PubMed for Trainers class?The class is taught in three, 90 minute online-sessions and one all-day, in-person session (9-4:30). Expect 2-3 hours of homework outside of class time. Three optional 30-minute CE modules on instructional design are included at the end of each of the online sessions.
Session 1 Online: 90 minutes PubMed content; optional 30 minute instructional design module
Session 2 Online: 90 minutes PubMed content; optional 30 minute instructional design module
Session 3 Online: 90 minutes PubMed content; optional 30 minute instructional design module
Session 4 In-Person: PubMed content
Continuing Education CreditWhen you complete the PubMed portion of the class, you will receive 13 MLA CE credit hours. Completion consists of attending all three online sessions, the one in-person session and completing all homework assignments.
After the PubMed content there is an optional module on Instructional Design. Join us!
What is instructional design?
“Instructional design is a technology which incorporates known and verified learning strategies into instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing.” [Merrill, M. D.; Drake, L.; Lacy, M. J.; Pratt, J. (1996). "Reclaiming instructional design". Educational Technology 36 (5): 5–7.]
- Overview of the instructional design process
- Training specific audiences
- Writing and prioritizing learning goals
- Writing objectives and Bloom's Taxonomy
- Engaging your audience
Continuing Education Credit
When you complete the optional instructional design classwork, you will receive an additional 3 MLA CE credit hours. Completion consists of attending all three online sessions and completing all homework assignments.
There are no available sessions of this class