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.
University of Utah Spencer S. Eccles Health Sciences Library
Training Development Specialist Position Announcement
The Spencer S. Eccles Health Sciences Library invites applications for a Training Development Specialist for the National Network of Libraries of Medicine Training Office (NTO). The Training Development Specialist is responsible for developing, teaching and supporting classes in a variety of formats on NLM resources throughout the United States. This is a career-line (non-tenure track) faculty appointment, reporting to the Assistant Director of the NTO.
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 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.
While we may not want our patrons to use Google for certain searches, there is a way to tell Google to only look in a specific domain, such as: www.ncbi.nlm.nih.gov/pubmed/
You can also tell Google that you’re looking for a particular file type. For example, if you’re looking for PowerPoint slides on a topic, you can tell Google to look for slides. For example: Systematic Reviews filetype: ppt
Watch the 2 minute video by Richard Byrne, a former high school social studies teacher. Richard spends an incredible amount of time researching tech tools so you don’t have to.
Note: The NTC wishes to thank Karen Vargas and the NN/LM OERC for permission to repost this blog from http://nnlm.gov/evaluation/blog . It seemed especially relevant to what we as the NTC are about and do, as well as to the OERC.
I enjoyed reading an article in Public Libraries titled “The Grass Is Always Greener” by Melanie A. Lyttle and Shawn D. Walsh. They discuss the complexities of deciding whether a program was “well attended” or “nobody came.” Sometimes a program that seems well attended in one situation is the same as a poorly attended program in another.
I can think of a lot of times I’ve experienced this exact situation. When I was a branch manager at a public library, the program manager at the main library would ask if she could send authors to speak at our branch library. When I said, “maybe you should send them somewhere else – we only had ten people come to the last one,” she replied “ten is a lot – ten is more than we get anywhere else.”
When I worked at the NN/LM South Central Region, in some parts of the region 30 people could be expected to attend training sessions. In other parts of the region, we considered 6 people a successfully attended program. These differences often corresponded to urban vs. rural, or the travel distance needed to get to the training, or whether the librarians were largely solo librarians or worked in multi-librarian organizations, or whether their institutions supported taking time off for training. Other considerations include whether the trainers had already built an audience over time that would regularly attend the programs. Or on the other hand, whether the trainers had saturated their market and there were very few new people to learn about the topic.
So how can you decide what a good target participation level should be, or maybe more importantly, how can you explain your participation targets to your funder or parent organization?
Tying your participation level to your intermediate and long-term intended outcomes is one way to do that. Let me give you an example of a program in Houston that was funded by the NN/LM South Central Region. The Greater Houston AHEC received funding many years ago to do an in-depth training project with a small number of seniors in the most underserved areas of Houston. The goals were to teach these seniors how to use computers, how to get on the Internet, how to use email, and then how to use MedlinePlus and NIHSeniorHealth to look up health information. They planned for the seniors to take 2-3 classes a week, and each class lasted several hours. It was a big commitment, but they intended for these seniors to really know how to use the Internet at the end of the series. There were so few seniors who saw the need to learn to use computers that they had to persuade about 10 people from each location to sign up. However, the classes were so good and the seniors so enthusiastic, that after a couple of weeks, the other seniors wanted to take classes too. This led to a phase 2 project which included funding for a permanent computer and coffee area in a senior center where students could practice their Internet skills. There is now a third phase of the program called M-SEARCH which teaches seniors to use mobile devices to look up their health information.
At the beginning, Greater Houston AHEC may not have envisioned these specific outcomes. However, if they were trying to convince a funder that 10 person classes were a reasonable use of the funder’s money, it might be good to show that small in-depth classes could lead to a long-term outcome like “seniors in even the poorest neighborhoods in Houston will be able to research their health conditions on NIHSeniorHealth.” In addition, it would be important to bring in other factors, such as your intended goals for the project, for example whether you hope to have a small group of these seniors that you can train to really use the Internet for health research or whether you want to reach a lot of seniors in underserved areas to let them know that it’s possible to find great health information using NLM resources (see the Kirkpatrick Model of training evaluation for more information on evaluating your training goals).
The National Training Center (NTC) is all about training and learning. We use a variety of methods to provide training related to National Library of Medicine products and services. And, we strive to provide leadership to the NN/LM related to e-learning delivery methods and instructional best practices for adult learners. Today we celebrate Digital Learning Day #DLD! This event, now in its fifth year, is sponsored by the Alliance for Excellent Education, and offers educators (and students) an opportunity to reflect and tell the story about how digital tools are empowering learning in classrooms, schools, homes, and communities.
Based on feedback from our own evaluations, we have a sense that these online training courses and webinars have been beneficial to you in your work. One of the ways to celebrate #DLD is to tell the story of how you have benefited from digital learning environments. While much of the focus of #DLD is around K-12 schools and learning, we know that increasing numbers of adult learners are taking advantage of digital learning opportunities through webinars, twitter chats, Google hangouts, MOOCs, and more.
To participate in a Digital Learning Day activity, learn more, or tell your own story visit the Edutopia or Digital Learning Day website. Or, join in on some of the conversation via Twitter, using #DLD or #DigitalLearningDay.
Posted on February 9th, 2016 by Rebecca Brown | Filed under NIH
NIH offers a free and easy way for you to get trusted, up-to-date health information from the National Institutes of Health directly onto your website.
Choose from a vast array of health topics and keep your site fresh with credible material that updates automatically. High-quality and multimedia content developed at the Federal Government can be used in a number of ways, and is designed to be easily distributed through your existing channels.
You can freely use:
Images and infographics
Videos and podcasts
Selected data sets
Create a free account at the HHS Syndication Storefront
Sign in, browse, and choose your NIH health topics.
Add the code to your site — Information will update on your site automatically.
Because we’re all about training, we try to keep up with what professionals in the areas of learning, training, and technologies are saying. This week,in the Learning Technologies Blog from ATD (Association for Talent Development), Karl M. Kapp identified “a list of five trends learning professionals should consider when mapping out strategies for the next five of years.”
According to Kapp, “When mapping out learning strategies for your organization, you need to carefully consider the elements of technology, learning science, and societal influences to ensure that you have a strategy that is on target, scalable, and meets the needs of your learners to help them achieve organizational goals and objectives.” Here’s a brief look at the top five he identifies:
Microlearning: delivering content to learners in small, specific bursts over time or just when needed.
Gamification: the goal is engagement of learners, not just trying to make things “fun.”
Social Learning: critical for exchanging ideas and getting questions answered from people you’ve never met.
Adaptive Learning: instruction that adapts and changes based on individual learner inputs and actions.
Immersive Learning: different facets of the same concept which make learning more immersive.
Every few years or so an emerging, important topic necessitates MeSH changes outside of Year End Processing. It is happening this year with the addition of Zika virus. On Monday January 25, 2016 the MeSH Section at the National Library of Medicine added 2 new MeSH Headings to the current 2016 MeSH.
Mosquito in biting position
The 2 new MeSH Headings are:
1) Zika Virus Infection (with an Entry Term of Zika Fever)
2) Zika Virus
Remember that the terms won’t retrieve any citations until they are applied to MEDLINE records by indexers, but NLM WILL be doing some retrospective indexing, which highly unusual — ONLY done in these types of situations. The Index Section will review citations indexed in the past to see if any of these citations need to be re-indexed to include the new terms.
On January 20, 2016, NLM staff provided a highlights tour of the 2016 Medical Subject Headings (MeSH). A 30-minute presentation featured a MeSH tree clean-up project; a new Clinical Study publication type; changes to the trees for diet, food and nutrition; restructuring in pharmacology and toxicology; and new terms in psychology and health care. Following the presentation, Indexing, MeSH, and PubMed searching experts answered user questions.
Training. It’s what we do at the National Library of Medicine Training Center. Although we spend a great deal of time training librarians and others around the United States, we also realize the importance of opportunities to learn and develop by attending training ourselves.
Systematic Reviews have begun to take a prominent place in the discussion and work of many academic and health sciences librarians. For these reasons, the University of Utah has invited Joseph Nicholson, Coordinator for Systematic Reviews Services at the New York University Academy of Medicine, Health Sciences Library, to provide an in-depth session with case studies, practical exercises and expertise for Eccles Health Sciences Library, NN/LM MCR staff, and NN/LM NTC staff.
The all-day event will take place on January 25, 2016 at the Eccles Health Sciences Library, University of Utah.
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.