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MLGSCA/NCNMLG 2011 Delivering Just-in-time Instruction using Embedded Videos in a Virtual Chat Educational Intervention. Terry Henner Savitt Medical Library.

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Presentation on theme: "MLGSCA/NCNMLG 2011 Delivering Just-in-time Instruction using Embedded Videos in a Virtual Chat Educational Intervention. Terry Henner Savitt Medical Library."— Presentation transcript:

1 MLGSCA/NCNMLG 2011 Delivering Just-in-time Instruction using Embedded Videos in a Virtual Chat Educational Intervention. Terry Henner Savitt Medical Library University of Nevada

2 MLGSCA/NCNMLG 2011 Background Teaching skills in medical information retrieval to medical students. Journal of Medical Education (11): A strategy for curriculum integration of information skills instruction. Bulletin of the Medical Library Association (3):

3 MLGSCA/NCNMLG 2011 Background

4 MLGSCA/NCNMLG 2011 Background MED 603: Clinical Problem-Solving (CPS) Applying self-directed investigative and group discussion techniques to acquire foundational knowledge about the diagnosis and management of common medical problems. Main environment for instruction in information management.

5 MLGSCA/NCNMLG 2011 Background Clinical Problem Solving Format Small group structure Problem Based Learning (PBL) Student charged with information seeking Facilitators direct process through successive disclosure

6 MLGSCA/NCNMLG 2011 Background Page 3 PHYSICAL EXAMINATION Moderately obese Caucasian gentleman in no distress. Weight= 175 lbs. Height= 58 B.P.= 225/120 right arm = 215/115 left arm Pulse = 80 and regular Respiration = 14 HEENT: Funduscopic- increased arteriolar light reflex, AV nicking. No papilledema. Cardiovascular: Jugular venous pressure normal. No carotid bruits. S4 gallop with normal S1 and S2 on cardiac exam without a murmur. Bruit heard over right flank and over both femoral arteries. Dorsalis pedis and posterior tibial pulses were 1+ in magnitude (on a scale of 1-4, 2+ being normal.) Brachial and femoral pulses were 2+ and equal, without femoral delay. Chest: Lungs were clear to auscultation and percussion. The remainder of the physical examination was within normal limits.

7 MLGSCA/NCNMLG 2011 Background

8 MLGSCA/NCNMLG 2011 Librarian would visit each group in rotation Meeting room equipped with laptop and projector Use cases as foundation for teachable moments Background

9 MLGSCA/NCNMLG 2011 New Landscape

10 MLGSCA/NCNMLG 2011 Impetus for Change In-person interventions led to uneven training Some facilitators wanted less disruption of flow

11 MLGSCA/NCNMLG 2011 Transition to new mode Switch to chat interventions

12 MLGSCA/NCNMLG 2011 Shortcomings of Teaching through Text

13 MLGSCA/NCNMLG 2011 Implementation

14 MLGSCA/NCNMLG 2011 Implementation

15 MLGSCA/NCNMLG 2011 Implementation

16 MLGSCA/NCNMLG 2011 Implementation

17 MLGSCA/NCNMLG 2011 Transition to newer mode Began to incorporate screencasting into chat Picture (or video) worth 1000 words

18 MLGSCA/NCNMLG 2011 Revised Implementation

19 MLGSCA/NCNMLG 2011 Using Jing for real-time intervention What librarians see: video ; quick time videovideoquick time video Revised Implementation

20 MLGSCA/NCNMLG 2011 Using Jing for real-time intervention What the student sees: videovideo Revised Implementation

21 MLGSCA/NCNMLG 2011 Using Jing with Canned Responses Revised Implementation

22 MLGSCA/NCNMLG 2011 Future Directions

23 MLGSCA/NCNMLG 2011 Passed proof of concept stage Advantages: greater capacity to respond to educational needs Disadvantages: requires motivated students and facilitators Encourage facilitators to promote service Encourage students to utilize service Future Directions


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