Characteristics and content of medical library tutorials: a review.
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ABSTRACT:
SUBMITTER: Anderson RP
PROVIDER: S-EPMC2212336 | biostudies-literature | 2008 Jan
REPOSITORIES: biostudies-literature
Publications
Characteristics and content of medical library tutorials: a review.
Anderson Rozalynd P RP Wilson Steven P SP Livingston Mary Briget MB LoCicero Allison D AD
Journal of the Medical Library Association : JMLA 20080101 1
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Project description:IntroductionWe introduced a BINGO game as an active learning strategy for pulmonary, renal, and endocrine physiology, aiming to enhance student engagement and application of physiology knowledge.MethodsEach BINGO tutorial utilized a template featuring 50-60 questions aligned with prior learning events, was delivered to 90 second-year medical students, and lasted 50-80 minutes. Iterative improvements, including revealing correct answers and a polling system, were implemented based on student feedback. Sessions required BINGO materials, prizes, and, in one iteration, polling software. Postsession surveys assessed perceptions and engagement via a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree). Thematic analysis of feedback informed iterative improvements while t tests compared responses across sessions.ResultsOf the 90 students participating, between 31 and 47 (34%-52%) responded to each postevent survey. Students reported high engagement (average: 4.4) and perceived effectiveness of time spent (average: 4.1) across BINGO games. The games were rated as effective educational tools (average: 4.2) and valuable for applying physiology knowledge (average: 4.4) on diverse topics (average: 4.4). Students expressed a desire for continued BINGO use in future tutorials (average: 4.2). Statistical analysis revealed no significant differences among the three iterations.DiscussionStudents valued iterative changes based on their feedback, such as revealing correct answers after questions. The pulmonary survey led to implementing this change in the renal BINGO tutorial, and the renal survey prompted further improvements in the endocrine tutorial, addressing the need for sufficient explanation of correct answers. Students also appreciated the abundance of practice questions provided.
| S-EPMC11782653 | biostudies-literature
Project description:IntroductionAs technological advances present new forms of media to anatomy educators involved in medical education, there is opportunity to expand on traditional dissection of embalmed cadavers. At the University of California, San Francisco School of Medicine, the surgery and anatomy departments collaborated to create guided video tutorials using laparoscopic surgical footage to teach the anatomy of the lesser sac and gastroesophageal junction.MethodsThese tutorials are instructional adjuncts to a laparoscopy session on fresh cadavers with first-year medical students. Students view the videos on their own before attending the anatomy lab. The anatomy lab includes six 30-minute sessions, in which approximately 22 students at a time leave their cadaver lab to participate in this laparoscopy session taught by colorectal surgeons and general surgery residents.ResultsLearner interest and satisfaction was measured through a postsession survey. Nearly all respondents indicated that the videos helped them learn the anatomy of the gastroesophageal junction and lesser sac, and were a valuable addition to dissection of embalmed cadavers. A second session was conducted with first-year medical students in which a pretest and posttest were administered before and after a screening of the tutorial on the gastroesophageal junction. Learners' average scores on the test improved from 39% to 88% after watching the video.DiscussionThese data indicate that learners appreciate the incorporation of laparoscopy and video tutorials into anatomy education. These data further corroborate the measures of student enthusiasm, and support the value of the tutorials in short-term acquisition of anatomic knowledge.
| S-EPMC6342516 | biostudies-literature
Project description:IntroductionDue to increased cognitive and social congruence with their tutees, near peer teachers (NPTs) may be capable of more effectively delivering course material. This study examines NPTs as pathology tutors alongside more traditional teachers (e.g., consultants and registrars) to explore their acceptability, effectiveness, and years of 'distance' between tutors and tutees.MethodIn total, 240 first- and second-year undergraduate medical students were taught set material in a pathology tutorial setting by NPTs (fourth-year medical students), registrars, or consultants. Learners were then asked to provide feedback using a 15-item, Likert-type scale.ResultsOn 11 of the 15 items, there were no significant differences in students' median ratings. However, NPTs were perceived to be significantly more approachable than consultants, more aware of learning outcomes, more receptive to student input, and more invested in exam success. Compared with second-year students, first-year students showed a preference towards registrar tutors in terms of perceived gain of knowledge and use of time. In contrast, second-year students showed a preference towards NPTs, who provided more perceived knowledge gain and investment in exam success. No significant differences were found regarding consultant tutors.DiscussionPerhaps due to increased congruence with tutees, NPTs show promise as tutors within medical curricula. This provides advantages not only to tutees, but also to tutors - who may gain vital teaching experience and offer an effective supplement to 'traditional' faculty educators.
| S-EPMC4488334 | biostudies-literature
Project description: Not available
| S-EPMC2568850 | biostudies-literature
Project description:BackgroundAt present, what students read after an outpatient encounter is largely left up to them. Our objective was to evaluate the education efficacy of a clinical education model in which the student moves through a sequence that includes immediately reinforcing their learning using a specifically designed computer tutorial.MethodsPrior to a 14-day Pediatric Emergency rotation, medical students completed pre-tests for two common pediatric topics: Oral Rehydration Solutions (ORS) and Fever Without Source (FWS). After encountering a patient with either FWS or a patient needing ORS, the student logged into a computer that randomly assigned them to either a) completing a relevant computer tutorial (e.g. FWS patient + FWS tutorial = "in sequence") or b) completing the non-relevant tutorial (e.g. FWS patient + ORS tutorial = "out of sequence"). At the end of their rotation, they were tested again on both topics. Our main outcome was post-test scores on a given tutorial topic, contrasted by whether done in- or out-of-sequence.ResultsNinety-two students completed the study protocol with 41 in the 'in sequence' group. Pre-test scores did not differ significantly. Overall, doing a computer tutorial in sequence resulted in significantly greater post-test scores (z-score 1.1 (SD 0.70) in sequence vs. 0.52 (1.1) out-of-sequence; 95% CI for difference +0.16, +0.93). Students spent longer on the tutorials when they were done in sequence (12.1?min (SD 7.3) vs. 10.5 (6.5)) though the difference was not statistically significant (95% CI diff: -1.2?min, +4.5).ConclusionsOutpatient learning frameworks could be structured to take best advantage of the heightened learning potential created by patient encounters. We propose the Patient-Teacher-Tutorial sequence as a framework for organizing learning in outpatient clinical settings.
| S-EPMC3517358 | biostudies-literature
Project description:ObjectivesThe Medical Library Association (MLA) Systematic Review Project aims to conduct systematic reviews to identify the state of knowledge and research gaps for fifteen top-ranked questions in the profession. In 2013, fifteen volunteer-driven teams were recruited to conduct the systematic reviews. The authors investigated the experiences of participants in this large-scale, volunteer-driven approach to answering priority research questions and fostering professional growth among health sciences librarians.MethodsA program evaluation was conducted by inviting MLA Systematic Review Project team members to complete an eleven-item online survey. Multiple-choice and short-answer questions elicited experiences about outputs, successes and challenges, lessons learned, and future directions. Participants were recruited by email, and responses were collected over a two-week period beginning at the end of January 2016.ResultsEighty (8 team leaders, 72 team members) of 198 potential respondents completed the survey. Eighty-four percent of respondents indicated that the MLA Systematic Review Project should be repeated in the future and were interested in participating in another systematic review. Team outputs included journal articles, conference presentations or posters, and sharing via social media. Thematic analysis of the short-answer questions yielded five broad themes: learning and experience, interpersonal (networking), teamwork, outcomes, and barriers.DiscussionA large-scale, volunteer-driven approach to performing systematic reviews shows promise as a model for answering key questions in the profession and demonstrates the value of experiential learning for acquiring synthesis review skills and knowledge. Our project evaluation provides recommendations to optimize this approach.
| S-EPMC6013139 | biostudies-literature
Project description:BackgroundGraduate medical education is refocusing on the reconciliation process with Indigenous peoples and integrating Indigenous healing practices, cultural humility training, and courses on Indigenous health issues in their curricula. Physicians and all health care workers must be able to recognize, respect, and address the distinct health needs of all Indigenous peoples.ObjectiveThe aim of this scoping review was to explore and describe what exists in the current literature on the impact and challenges associated with Indigenous curricula developed for resident physicians.MethodsThe search was conducted using 9 bibliographic databases from inception until April 19, 2021. Two reviewers independently screened for inclusion using Covidence. Three reviewers extracted data and all 3 checked for completeness and accuracy.ResultsEleven reports were included. Our included reports consisted of qualitative research (n=2), commentaries (n=1), special articles (n=3), systematic reviews (n=1), innovation reports (n=1), published abstracts (n=1), and program evaluation papers (n=2). Findings are presented by 3 themes: (1) Misunderstandings and cultural bias toward Indigenous people; (2) Increasing community-driven Indigenous partnerships to create a safe environment; and (3) Challenges in implementing Indigenous health curricula.ConclusionsThemes identified related to Indigenous involvement, culturally competent care, common misconceptions about Indigenous peoples, as well as challenges and barriers to implementing Indigenous curricula for residency programs. A collaborative approach involving stakeholders with training in the community is a viable path forward. But comprehensive program evaluation, a source of stable funding, and further research focusing on effective Indigenous curricula for residents are needed.
| S-EPMC9934831 | biostudies-literature
Project description:BackgroundPsychosocial interventions such as psychoeducation are increasingly being used to treat adult ADHD, both as an alternative and as a supplement to pharmacotherapy. A thorough overview of the literature on psychoeducation for adult ADHD is lacking. The objectives of this scoping review were therefore to identify the characteristics of psychoeducation interventions designed for adults with ADHD, examine how the patient experience or perspective is considered during the intervention's development and implementation, determine the typical themes covered, and explore how 'psychoeducation' is defined in these interventions.MethodsA comprehensive search was performed to identify records in MEDLINE, Embase, PsycINFO, Web of Science, Cochrane CENTRAL, AMED, and ClinicalTrials.gov. Two or more reviewers were included in every step of the screening process and the final selection of included studies. The Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist (Supplementary Material 1) was used to report the results, and the framework developed by Arksey and O'Malley was used as a guide throughout the scoping process.ResultsA total of 2121 records were identified through the literature search. After screening and full-text analysis, ten studies were included for final analysis. Most studies were conducted in Europe and followed a group format. Seven main themes were identified: Information about the diagnosis, treatment options, somatic health and ADHD, the insider perspective, ADHD and social life, coping and psychological skills, and ADHD and work. There was significant overlap in themes covered, but coverage of each theme varied. Themes deemed important by newer research, such as sexuality and gender-specific issues, were missing. Only one intervention involved patients in its development and implementation, and two interventions involved family members. There was variation in how psychoeducation was defined in the included studies, and the implications of this are discussed.ConclusionThe literature on psychoeducation for adult ADHD is not ready for any systematic effect estimation. Before such estimations are conducted, a shared understanding and definition of psychoeducation are needed. The involvement of end users in the development and delivery of interventions may aid reach this goal but results from this review indicate that such practices are rare.
| S-EPMC10811906 | biostudies-literature
Project description:BackgroundThe Harvey Cushing/John Hay Whitney Medical Library serves a community of over 22,000 individuals primarily from the Yale Schools of Medicine, Public Health, and Nursing and the Yale New Haven Hospital. Though they are geographically close to one another, reaching these disparate populations can be a challenge. Having a clear and thorough communication plan has proved invaluable in transcending communication chasms, especially in recent times of crisis.Case presentationThis article describes the Harvey Cushing/John Hay Whitney Medical Library's methods for communicating and promoting its remote resources and services in response to coronavirus disease 2019 (COVID-19). It details our communication strategies and messages leading up to, and after, the Yale campus was closed and specifies how we pivoted from reaching users inside the library to reaching our audiences remotely.ConclusionsOur communication plan has provided the foundation for all of our messaging, be it print or digital media. In recent moments of crisis, it has been especially helpful for planning and executing large scale messaging. Similarly, knowing whom to contact around our organization to promote our message in different and broader ways has been extremely beneficial.
| S-EPMC7772968 | biostudies-literature
Project description:Networks have been an excellent framework for modeling complex biological information, but the methodological details of network-based tools are often described for a technical audience. We have developed Graphery, an interactive tutorial webserver that illustrates foundational graph concepts frequently used in network-based methods. Each tutorial describes a graph concept along with executable Python code that can be interactively run on a graph. Users navigate each tutorial using their choice of real-world biological networks that highlight the diverse applications of network algorithms. Graphery also allows users to modify the code within each tutorial or write new programs, which all can be executed without requiring an account. Graphery accepts ideas for new tutorials and datasets that will be shaped by both computational and biological researchers, growing into a community-contributed learning platform. Graphery is available at https://graphery.reedcompbio.org/.
| S-EPMC8262715 | biostudies-literature