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 is a series of 90 minute classes. Each segment is meant to be a stand-alone module. Each segment is eligible for 1.5 MLA Continuing Education hours. CE credit is not available for viewing the recording.
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.
Posted on June 13th, 2016 by Rebecca Brown | Filed under Technology
You hit Reply Allby mistake; you include someone you didn’t intend to include; you hit Sendbefore you’re finished; maybe you don’t notice which email address you’re replying to and Replyto the whole listserv (similar to Reply All). Wouldn’t it be great if these things didn’t happen? Well, here’s tip that I try to follow to minimize the possibility that these things happen. Note: this tip only works if you follow it…says the person who recently replied to an entire listserv.
It’s very simple. Do not fill out the email address portion until you are finished writing and reviewing the email.
Follow #1, if you’re writing a new email. Follow #2, if you’re replying to an email.
1) For a new email, leave the To address space blank until you’re done writing and reviewing the email.
2) If you’re replying to an email, Cut the email address out of the To space and paste it into the body area of the email. This is only temporary. When you’re done writing and reviewing your response to the original email, cut and paste the email address back into the To space.
Now, please hear me; I am being a bit tongue-in-cheek in this post, but I do want to share what I learned the hard way, more than once, and spare you that Oh No moment.
Are you interested in clinical effectiveness? Do you have a desire or need to keep up-to-date on information related to the prevention and treatment of diseases or conditions? Have you taken a look at PubMed Health recently?
PubMed Health specializes in reviews of clinical effectiveness research, with easy-to-read summaries for consumers as well as full technical reports for researchers and clinicians. To state it simply, clinical effectiveness research seeks to answer the question, “What works?” in medical and health care.
PubMed Health is a service provided by the National Center for Biotechnology Information (NCBI) at NLM, in partnership with a number of other institutions including AHRQ, Cochrane, NHLBI and NCI at NIH. In addition to the great information on health topics from A-Z, drugs from A-Z, and more, PubMed Health offers ways to stay informed on the news with two RSS feeds: Featured Reviews and Behind the Headlines.
If you’d like to learn more about this fantastic resource and using it to find systematic reviews, register for the upcoming webinar on Friday, June 10. This free 30-minute webinar is provided by the NLM Training Office.
Join the National Library of Medicine and the NN/LM Training Office (NTO) for the free online class “PubMed for Librarians.” Classes in June 2016 are now open for registration.
The PubMed for Librarians class is divided into five segments (90 minutes each). Each segment is a synchronous online session that includes hands-on exercises and is worth 1.5 hours of MLA CE credit. Participants can choose any or all of the 5 segments that interest them.
The segments are as follows:
Introduction to PubMed: Learn about the difference between PubMed and MEDLINE, how to run a PubMed search, assess your search retrieval, analyze search details, employ three ways to search for a known citation, and how to customize with My NCBI.
MeSH (Medical Subject Headings): Learn about the NLM Medical Subject Headings (MeSH) database. Explore the four different types of MeSH terms and how searchers can benefit from using MeSH to build a search. Investigate the structure of the MeSH database and look at the components of a MeSH record.
Automatic Term Mapping (ATM): Learn about Automatic Term Mapping (ATM) – the process that maps keywords from your PubMed search to the controlled vocabulary of the MeSH database. Learn why searching with keywords in PubMed can be an effective approach to searching. Look at the explosion feature, what is and is not included in search details, and explore how PubMed processes phrases.
Building and Refining Your Search: Use some of the tools and features built into PubMed that are designed to help you search more effectively. Explore the filters sidebar and Topic-Specific Queries. Use History, tools in the NLM Catalog, and the Advanced Search Builder to build searches and explore topics.
Customization – My NCBI: Learn about the advantages of creating a My NCBI account, managing and manipulating your My NCBI page content, locating and identifying available filters on PubMed’s filter sidebar, selecting and setting up to fifteen filters, and creating a custom filter.
On May 1, 2016 the NTC’s name changed to the National Network of Libraries of Medicine Training Office (NTO) to reflect our role in the new 5-year Cooperative Agreement with the US National Library of Medicine. You can view the announcement here: https://www.nlm.nih.gov/news/nlm-rml-coop-agreement-2016.html
Our headquarters remain at the University of Utah Spencer S. Eccles Health Sciences Library, under the direction of Jean Shipman, Principal Investigator. Our current staff includes Jessi Van Der Volgen as the Assistant Director, Rebecca Brown and Cheryl Rowan as Training Development Specialists, Sarah Dickey, Program Manager, and Matt Steadman, Web Software Engineer & Media Developer.
The Cooperative Agreement ushers in a new era where the NTO will move the vast majority of its training online, collaborating with NLM and NN/LM to ensure broad access to continuing education designed to keep you up to date on NLM resources and maximize your contribution to your institutional missions. You can look forward to several new learning opportunities – available to you in flexible formats – on PubMed, TOXNET and other NLM resources. Stay tuned for announcements of future class offerings.
One of the most important pieces of news is that for the time being you can still find our blog and class offerings at the same URL.
Anyone who has done teaching or taken classes in teaching methods has likely heard the term “pedagogy.” This term is most widely used currently to mean “the art and science … of teaching,” although the original meaning was actually more specific to teaching children. As librarians, we strive to create instructional materials that are appropriate for the learning needs of our students. For this reason, andragogy may be a better alternative and approach, especially for adult and online learners.
Andragogy as a methodology has its roots as far back as 1833 with a German teacher named Alexander Kapp, although its current usage is attributed to Malcolm Knowles, who adopted the word to describe the differences in the ways individuals – especially adults – learn.
Pedagogy and andragogy are very different teaching models. For example, pedagogy is considered a content model, whereas andragogy is a process model. The process model aims to provide the skills and resources needed to acquire information, rather than simply presenting information. Andragogy encourages the teacher as facilitator, where the emphasis in on enabling the student to learn. For adult learners and online students, andragogy may provide a more suitable teaching model. And, with the increasing tendency toward online classes, students are increasingly self-directed.
This table illustrates key differences between pedagogical and andragogical design.
It should be noted that these two methods are not mutually exclusive. It is always up to the the teacher or facilitator to determine the best approach for his or her students.
Have you tried Google Slides? I don’t use it on a regular basis, but I just learned about a new feature called Q & A. Q&A is designed to let audience members ask questions during a presentation (anonymously, if they prefer).
What’s so novel about that you ask? Students use their smartphone or other smart device to submit questions to the instructor at any point. OK, but what else can Q & A do? As questions are submitted via a shared URL, students “like” questions that they what to know the answer to. The instructor sees, in real-time, which questions are most important to the audience.
What are some ways to use the Q & A feature in Google Slides?
Can be used for in-person and online sessions
Fosters inclusion for remote participants
Students can ask questions when they come to mind
Gauge knowledge; Who knows what in the “room”?
Use instead of traditional chat box as a way to moderate chat
Industries and businesses in the United States use tens of thousands of chemicals to make the products we depend on, such as pharmaceuticals, computers, paints, clothing, and automobiles. Although the majority of toxic chemicals are managed by industrial facilities to minimize releases of chemicals into the environment, releases do still occur.
It is your right to know what toxic chemicals are being used in your community, how they are managed, whether they are being released into the environment, the quantities of these releases, and whether such quantities are increasing or decreasing over time.
Posted on April 19th, 2016 by Rebecca Brown | Filed under E-Science
Citizenscience.gov is an official U.S. government website designed to accelerate innovation through public participation with the use of crowd sourcing and citizen science across the government. The site provides a portal to three key assets for federal practitioners:
A searchable catalog of federally supported citizen science projects
A toolkit to assist with designing and maintaining projects
A gateway to a federal community of practice to share best practices
The University of Utah Spencer S. Eccles Health Sciences Library is pleased to announce that it has been awarded the Cooperative Agreement by the National Library of Medicine to serve as the National Training Office (NTO) for the 2016-2021 contract period, beginning May 1, 2016.
On April 1, 2016, the National Library of Medicine awarded five-year cooperative agreements to eight institutions to serve as Regional Medical Libraries (RMLs) and five National Coordinating Offices in the National Network of Libraries of Medicine (NN/LM). The agreements begin May 1, 2016. The Network consists of the eight RMLs, five National Coordinating Offices, nearly 112 resource libraries (primarily at medical schools), over 2,200 local health science libraries (primarily at hospitals), and more than 1,300 public libraries and community-based organizations.
We are pleased to continue to serve the National Network of Libraries of Medicine in the coming five years. For more information and the full list of awards, see the full announcement.
The month of March means “spring break” for many academic institutions. And that may mean a break from instruction, but we wanted to give you a short “reading list” in case you are looking for something to occupy any extra time you might have!Here are three titles which the NTC staff have been reading and using in our training recently. In fact, if you’ve been in PubMed for Trainers within the past several months, you may have heard us mention at least one of them.
The Accidental Instructional Designer: Learning Design for the Digital Age by Cammy Bean. Here’s a blurb from the back cover: “We’ve all been taught to think that training is always the solution and that just about anyone can figure out how to do it. And as technology-based learning continues to slip into the mainstream, managers will continue to tap heads to turn regular people, who know the content or show some talent at creating a PowerPoint deck, into instructional designers and trainers. This means that we’ll see accidents – in the form of accidental instructional designers – happening more and more.”
Telling Ain’t Training by Harold D. Stolovitch and Erica J. Keeps. Here’s a brief summary from amazon.com: This book is an entertaining and practical guide for every trainer and performance improvement professional as it tackles the three universal and persistent questions of the profession―how do learners learn, why do learners learn, and how do you ensure that learning sticks. Playful illustrations demonstrate the solid research that back up the authors’ contentions and help readers separate learning myth from fact to dispel beliefs and practices that often harm the instructional process.
The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training by Karl M. Kapp. Here’s what one reviewer said: “Kapp argues convincingly that gamification is not just about adding points, levels and badges to an eLearning program, but about fundamentally rethinking learning design. He has put together a brilliant primer for learning professionals on how to gamify learning, packed with useful advice and examples (Anders Gronstedt, president, Gronstedt Group via amazon.com).
Hope there is something here that sparks your interest. Happy reading!
Developed resources reported in this site are supported by the National Library of Medicine (NLM), National Institutes of Health (NIH) under cooperative agreement number UG4LM012344 with the University of Utah Spencer S. Eccles Health Sciences Library. The content is solely the responsibility of the authors and does not necessarily represent the official views of NIH.