NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. THE FLIPPIN’ LIBRARIAN Lynn Kysh, MLIS Information Services Librarian USC Norris Medical Library FLIPPED CLASSROOM FOR YEAR 1 MEDICAL STUDENT PUBMED INSTRUCTION

Important Points!  No disclaimers  IRB Exempt

Outline  Setting  Part I: Video Tutorials  Part II: In-Person Session  Results  Who viewed the tutorials?  Did the students learn?  Lessons Learned  Questions

A Librarian’s Dream… Approached by teaching faculty to develop flipped classroom library curriculum Foundations in Medical Science I Free to select the topic Free to design curriculum Free to take as much time as needed

Curriculum Based Library Instruction: Keck School of Medicine Year 1 Orientation “ Library as place” ICM eBook collection Clinical info tool PubMed Anatomy resource Year 2 EBM PubMed Cochrane Library Natl Guidelines ACP Journal Club Year 3 Psychiatry PubMed PsycINFO Web of Science Family Medicine Mobile Apps

Why is PubMed important? Largest biomedical citation database (24+ million citations) Freely available Evidence-Based Practice Students will use for: ICM write-ups Required Scholarly Project Clinical clerkships

PubMed Instruction Lacked: Sufficient time Search options Features Hands on practice Guided exercise Ask questions Librarian support

Curriculum Based Library Instruction: Proposed for Year 1 Orientation “ Library as place” ICM eBook collection Clinical info tool Drug information Anatomy resource Year 2 EBM PubMed Cochrane Library Natl Guidelines ACP Journal Club Year 3 Psychiatry PubMed PsycINFO Web of Science Family Medicine Mobile Apps Flipped Classroom PubMed

Timeline Introduced module to students Time for students to complete module In- person session Aug 8 Aug 8-19 Aug 19 Sept 12 Unit Multiple Choice Exam

PART I: VIDEO TUTORIALS

Recorded “Talking Head” Videos Six video tutorials Introduction Basic Search Advanced Search Search Results & Filters A PubMed Citation Access Full Text Time 5-15 minutes each 60 minutes to complete Soto Studio Pamphlet USC Preventive Medicine

Added interactive features with Zaption Uploaded video content Added interactive elements Open response Multiple choice Pauses Basic analytics

Created LibGuide Links: Video tutorials PowerPoint slides Sites mentioned Sites for more information

Zaption Tutorial Screenshot

Zaption Tutorial Screenshot with Question

Zaption Tutorial Screenshot: Wrong Answer

PART II: IN-PERSON SESSION

Logistics 90 minutes Students met in their MDLs ~24 students per MDL BYOD One library instructor per MDL USC Keck School of Medicine keck.usc.edu

Outline Answer questions from tutorials Search demonstration Group work Group presentations Q&A

Group Work Select a research theme Based on your theme, create a research question Create an effective search in PubMed using keywords or Automatic Term Mapping Create an effective search in PubMed using MeSH terms Decide which search strategy was most effective Identify 1-3 useful articles from your search strategy

Search Themes Genetic and Type 2 Diabetes Epidemiology and Type 2 Diabetes Etiology of Type 2 Diabetes Prognosis/common comorbidities Prevention of Type 2 Diabetes Treatment options for Type 2 Diabetes ….or pick your own topic!

RESULTS

Percentage of Students Who Viewed Tutorials

Percentage of Viewers Who Responded to Questions

Video Tutorial: Looking up MeSH Terms

Video Tutorial: Identifying Citation Information

Video Tutorial Evaluation (n=53)

In-Person Evaluation (n=20)

Practice Exam Performance (n=187) You run a search in PubMed and the first fifteen articles are all in languages other than English. Which of the following is the best way to remove all the non-English citations from your list of results?

Unit Exam Performance (n=187) How is searching PubMed using Medical Subject Headings (MeSH) different from using keywords with Automatic Term Mapping?

Unit Exam Performance (n=187) Which of the following search strategies use the Automatic Term Mapping feature in PubMed?

LESSONS LEARNED

Lessons Learned Timing is everything Without timing, incentives or accountability required Keep self-paced learning modular, engaging and upbeat (if possible) Most students will complete the online curriculum the day/evening before the in-person session

Lessons Learned Don’t waste in-person session time repeating what was covered in modules Technology is great, but facilitating group work is the most important part of the module Side Effect: increased the presence and positive reputation of the library and its services

Moving Forward Make videos available without tutorial components for students to review Shorten the in-person session to 60 minutes Consider other assessment methods

Link to LibGuide with Video Tutorials (See FMS I – PubMed tab)

Questions? Lynn Kysh, MLIS Michael Le IG: insta_graham_quackers

Thank you! Lynn Kysh, MLIS Eek, world's cutest cat Keck School of Meowdicine 2018