mlgsca/ncnmlg 2011 delivering just-in-time instruction using embedded videos in a virtual chat...
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MLGSCA/NCNMLG 2011
Delivering Just-in-time Instruction using Embedded Videos in a Virtual Chat Educational Intervention.
Terry HennerSavitt Medical LibraryUniversity of Nevada
MLGSCA/NCNMLG 2011
Background
“Teaching skills in medical information retrieval to medical students. “Journal of Medical Education 1986 61(11):906-10.
“A strategy for curriculum integration of information skills instruction.”Bulletin of the Medical Library Association. 1989 77(3):245-51.
MLGSCA/NCNMLG 2011
Background
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.
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
MLGSCA/NCNMLG 2011
Background
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PHYSICAL EXAMINATIONModerately obese Caucasian gentleman in no distress.Weight = 175 lbs.Height = 5’8”B.P. = 225/120 right arm
= 215/115 left armPulse = 80 and regularRespiration = 14HEENT: 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.
MLGSCA/NCNMLG 2011
Background
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
MLGSCA/NCNMLG 2011
New Landscape
MLGSCA/NCNMLG 2011
Impetus for Change
• In-person interventions led to uneven training
• Some facilitators wanted less disruption of flow
MLGSCA/NCNMLG 2011
Transition to new mode
• Switch to chat interventions
MLGSCA/NCNMLG 2011
Shortcomings of Teaching through Text
MLGSCA/NCNMLG 2011
Implementation
MLGSCA/NCNMLG 2011
Implementation
MLGSCA/NCNMLG 2011
Implementation
MLGSCA/NCNMLG 2011
Implementation
MLGSCA/NCNMLG 2011
Transition to newer mode
• Began to incorporate screencasting into chat
• Picture (or video) worth 1000 words
MLGSCA/NCNMLG 2011
Revised Implementation
MLGSCA/NCNMLG 2011
• Using Jing for real-time intervention
What librarians see: video ; quick time video
Revised Implementation
MLGSCA/NCNMLG 2011
• Using Jing for real-time intervention
What the student sees: video
Revised Implementation
MLGSCA/NCNMLG 2011
Using Jing with Canned Responses
Revised Implementation
MLGSCA/NCNMLG 2011
Future Directions
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