Conference Agenda

To read the abstracts of submissions, click on the title of the session at the top of the cell, not on the title of the submission.  

 
 
Session Overview
Session
3.2: Oral Presentations - Education (1)
Time:
Thursday, 02/June/2022:
10:30am - 12:15pm

Session Chair: Jolanda Elmers
Location: Willem Burgerzaal


Show help for 'Increase or decrease the abstract text size'
Presentations
10:30am - 10:45am
ID: 113 / 3.2: 1
Oral Presentation
Topics: Education

“An expression we used was ‘playing each other well’’ Bachelor Students at the Department of Social Work and their experiences of suitable collaborative learning face-to-face on Campus: A qualitative study

Hilde Kaalvik

Ntnu, Norway

Introduction

Using different kinds of collaborative learning is an approach to learning where the goal is to activate the learner in their own learning process. At the Department of Social Work at <our organisation> , collaborative learning is a widespread teaching method focusing on a student-centered approach. Bachelor Students attending this education have collaborated a lot during their study period.

Aim

The purpose of the study was to investigate what Bachelor Students experience as suitable collaborative learning with each other on Campus. The thesis question is: “What do Bachelor Students experience as suitable in collaborative learning face-to-face on Campus?"

Method/ Program Description

Data were obtained from three focus group interviews with 13 third-year Bachelor Students at the Department of Social Work in the spring of 2019. Based on Stepwise-Deductive Inductive analysis of the data in combination with NVivo the empirically close codes were categorized into topics.

Results/ Evaluation

Three topics were identified: the role of the teacher, the need for preparation before collaborative learning and knowledge construction.

Conclusion

The findings indicate that Bachelor Students experience that suitable use of collaborative learning in face-to-face-relations presupposes an organizational framework that contributes to make individual learning possible.

Human Touch (Recommended)

Collaborative learning in face-to-face environments has an obvious Human Touch to it. Students attending Higher Education is a part of the digital society and in the 21st-century employment market, being able to work effectively and productive with others in teams is essential.

Biography and Bibliography
I am a University Librarian, and I have been working at the Library Section for Medicine and Health Sciences for the last 16 years. I have a Master Thesis in Pedagogy. I am teaching Information Literacy for Health Sciences Students, and I am also attending a team teaching NVivo for Researchers. I support Researchers with systematic literature searching for Reviews.


10:45am - 11:00am
ID: 203 / 3.2: 2
Oral Presentation
Topics: Education

Teaching data literacy in academic libraries

Edit Gorogh, Judit Fazekas-Paragh

University of Debrecen, Hungary

Academic libraries are considered to be a repository for knowledge, teaching and research supporting tools. As research is changing, expanding and transforming, libraries must adapt in their research support methods, and keep widening the availability of resources and expertise. In recent years, data have become a more visible part of research, thus academic libraries must add data literacy to their research support portfolio and start offering resources for researchers to learn about data management and its benefits.

The EU funded project DaLiCo (Data Literacy in Context) is dedicated to increase the visibility, quality and usage of existing data literacy activities at a university level. The project aims at establishing collaborations between academic partners (departments, library, external partners) to convey data literacy competencies and contribute to the cultural change toward stronger data managing skills and openness.

The research data lifecycle (plan-collect-analyse-preserve-share-reuse) provides numerous intervention points where research support agents, librarians can play a large part in the discovery, understanding, and curation of research data. Libraries can (1) provide access to data information (data availability, data sharing, data preservation, etc.), (2) offer services on research data management, and (3) support data science by providing access to training and instructional materials to help improve the knowledge and skill base surrounding data.

Connecting to data driven research and related data literacy education, DaLiCo develops a Train the Trainer program to enhance data literacy and skills education among researchers. The primary aim of the program is to build a modular teaching framework which provides methodological and content support for involved stakeholders (researchers, teachers, librarians) for transferring knowledge on data science. This program can also be integrated into the teaching and support toolbox of libraries. Librarians’ expertise in data management and knowledge transfer can serve as the foundation for the training of the next generations of data scientists.

The presentation at the EAHIL2022 will showcase the DaLiCo Train the Trainer program and demonstrate how such program can be included in academic libraries’ research support portfolio. The presentation also incorporates the result of a DaLiCo summer school in 2021 where data science methods and skills related to the medical field were in the focus of the training.



11:00am - 11:15am
ID: 123 / 3.2: 3
Oral Presentation
Topics: Education

Discovering hidden jewels: the value of internal skills for professional growth, responsible research and innovation. A training experience

Paola De Castro, Giuse Ardita, Maria Cristina Barbaro, Anna Rita Barbaro, Paco Dionisio, Arianna Gasparini, Cristina Gasparrini, Donatella Gentili, Patrizia Mochi, Federica Napolitani, Paola Pecci, Sandra Salinetti, Monica Zedda

Istituto Superiore di Sanità, Italy

Introduction
Health information, communication and library skills are sometimes under-evaluated among the colleagues working in the same institution, while these same skills feed training courses addressed to external users receiving high appreciation. Starting from this consideration, an original online training program addressed to internal users was developed at the National Institute of Health in <our country> (<our institute>), to share library and communication skills among <our institute> researchers in an informal environment.

Aim
This training experience is reported to stress the value of internal capacity building and staff motivation for professional development, institutional cohesion, responsible research and innovation.

Program Description
The program was developed and implemented during the pandemic year 2021. The main topics regarded: use of library resources, research evaluation, authors’ unique IDs and profiles maintenance, choice of the journal to submit an article, editorial rules, effective communication. They were spanned into 7 workshops, organized by two <our institute> structures: Knowledge (Documentation and Library) and Scientific Communication. Eleven teachers/facilitators and 4 secretaries were involved. Two members of the above team were also responsible for the scientific and technical organization, under the supervision of the Director of the two Structures. The online Teams Office 365 platform was used; participants were limited to 20 per session to guarantee interaction; the duration of each session was each two hours.

Evaluation
The high number of applications received (334) is evidence of the interest in the training offer. Two editions were organized from April to November 2021, for a total of 24 teaching hours. The experience involved 132 <our institute> employees, mostly women (89%) that is about 8.25% of the total <our institute> staff (about 1600). The teaching material was based on proven staff skills and training experience with the added value of a uniform graphic layout. Most participants provided positive feedback in the Teams chats. About 80% of them completed the satisfaction questionnaires administered at the end of each workshop. All teachers/facilitators, organizers and secretarial staff were enthusiastic of this new form of collaboration despite some minor technical difficulties. They declared that they improved their knowledge to present updated material to their colleagues and face the challenge of a new online training format.

Conclusion
The initiative was successful in terms of improved knowledge, awareness and trust in library and communication services within the institution; aggregation of internal staff; development of collaborations; awareness of the economic value of the services and return of investment. Yet, we are aware that developing a culture of knowledge sharing is a complex process requiring time, planning and active involvement of both the top management and the employees.

Human Touch

The experience contributed to develop awareness on the value of the human factor and internal motivation for professional development.

The experience contributed to develop awareness on the value of the human factor and internal motivation for professional development. This communication reports the <our institute> training experience addressed to internal staff to stress the value of internal capacity building and staff motivation for professional development, institutional cohesion, responsible research and innovation.

Biography and Bibliography
Paola De Castro. Director of the Scientific Communication Unit at the Istituto Superiore di Sanità (ISS), the National Institute of Health in Italy (www.iss.it). She develops and implements strategies to support science communication at different levels, including the management of ISS publications (journals, technical reports, newsletters, and others) and the organisation of events addressed to different stakeholders. She participates in multidisciplinary research and training for public health, mainly focused on science communication, health equity, health literacy, and scientific writing, with research partnerships in Europe, Latin America, and Africa. She is also Director if the ISS Interactive Museum for Public Health and, more recently of the ISS Scientific Library providing access to over 20 thousand scientific journals and the most relevand biomedical databases. Such activities provide a wider vision of science communication and allow to create links and connections with different research groups and stakeholders.

De Castro P, Salinetti S, Barbaro MC, et al. Information specialists and researchers working together for health promotion: Benefits from school-work educational programmes at the National Institute of Health in Italy. Health Info Libr J. 2021;00:1–5. https://doi.org/10.1111/hir.12375 https://onlinelibrary.wiley.com/doi/epdf/10.1111/hir.12375

Bertinato L, Brambilla G, De Castro P, et al How can we manage the COVID-19 infodemics? A case study targeted to health workers in Italy. Annali dell'Istituto Superiore di Sanità 2021;57(2):121-127. https://www.iss.it/documents/20126/0/ANN_21_02_02.pdf https://www.iss.it/documents/20126/0/ANN_21_02_02.pdf

Bucciardini, R., Contoli, B., De Castro, P. et al. The health equity in all policies (HEiAP) approach before and beyond the Covid-19 pandemic in the Italian context. Int J Equity Health 2020;19, 92. https://doi.org/10.1186/s12939-020-01209-0
https://equityhealthj.biomedcentral.com/articles/10.1186/s12939-020-01209-0

De Castro P, et al. Training for community health workers: the first step towards a model of community antiretroviral therapy delivery. African Journal of social work. 2019, n. 2
https://www.ajol.info/index.php/ajsw/article/view/192187


11:15am - 11:30am
ID: 118 / 3.2: 4
Oral Presentation
Topics: Education

Librarian involvement in curriculum design, teaching, and summative assessment: a case study from University of Cambridge Medical Library

Veronica Phillips, Eleanor Barker

University of Cambridge Medical Library, United Kingdom

Introduction
Although librarians working in the higher education sector are often involved in teaching, they are not often involved in the summative assessment of students' work. Bewick and Corrall (2010) found that only 9% of survey respondents were involved in any formal assessment. Librarians usually formatively assess their students, but rarely do they see the final pieces of work. Meanwhile, in the few instances in which librarians summatively assess their students, they have used it as an opportunity to reflect on their teaching, and adapt elements which were not particularly effective (Haber and Mitchell, 2017).
Aim
This presentation will recount how University of Cambridge Medical Library became involved not only in curriculum design and information skills teaching, but also summative assessment of those skills. It will discuss how the librarians ensured consistency in the grades awarded, and how this work helped assess teaching efficacy, and enabled adaptation of future information skills teaching.
Program Description
In the fourth year of their training, clinical students at University of Cambridge undertake the Student Selected Component (SSC). This requires them to select a topic of interest, and carry out an independent project. One of the required outputs is a ‘described literature search,’ which also fulfils the General Medical Council’s expectation that newly qualified doctors must demonstrate that they are able to ‘access and analyse reliable sources of current clinical evidence and guidance and have established methods for making sure their practice is consistent with these’ (General Medical Council, 2018).
The Medical Library team teaches some of the skills for these SSC projects. However, although librarians were solely responsible for teaching this component of the curriculum, they did not assess the outcome – the ‘described literature search’ – which was assessed by academics in the Clinical School. From 2021 onwards, the Medical Library team have been involved in the assessment of the described literature searches.
Results/ Evaluation
Evaluation of the effectiveness of this summative assessment took two forms - ensuring consistency of the grades awarded, and using the students' submitted work to check comprehension and the effectiveness of the library's teaching. The presentation will discuss how this evaluation was undertaken, and any resulting changes in practice.
Conclusion

This presentation offers a case study in librarian involvement in summative assessment of students' information skills. It evaluates the results of this involvement, and provides a model for other librarians interested in getting involved in this aspect of education and teaching.

Human Touch

This presentation demonstrates ways in which librarians can forge professional connections in their organisations, building networks with academics, students, and administrators while improving their own teaching skills.

Bibliography

BEWICK, L. & CORRALL, S. 2010. Developing librarians as teachers: A study of their pedagogical knowledge. Journal of Librarianship and Information Science, 42, 97-110.

GENERAL MEDICAL COUNCIL. 2018. Outcomes for graduates [Online]. Available: https://www.gmc-uk.org/-/media/documents/dc11326-outcomes-for-graduates-2018_pdf-75040796.pdf [Accessed 20 November 2021].

HABER, N. & MITCHELL, T. N. 2017. Using formative & summative assessment to evaluate library instruction in an online first year writing course. Journal of Library & Information Services in Distance Learning, 11, 300-313.

Biography and Bibliography
Veronica Phillips is Assistant Librarian at the University of Cambridge Medical Library. Her work involves research support and information skills teaching for medical students and researchers at the University of Cambridge, and NHS staff working in the East of England region. For the full list of her publications, see her ORCiD profile: https://orcid.org/0000-0002-4383-9434

Eleanor Barker is Assistant Librarian at the University of Cambridge Medical Library. Her work involves research support and information skills teaching for medical students and researchers at the University of Cambridge, and NHS staff working in the East of England region. For the full list of her publications, see her ORCiD profile: https://orcid.org/0000-0001-5472-2496


11:30am - 11:45am
ID: 222 / 3.2: 5
Oral Presentation
Topics: Education

Reimagining Book Clubs as an Extensible Instruction Tool and a Catalyst for Change

Colleen Cuddy

Stanford University, United States of America

Introduction

Workplace book clubs help build and reinforce relationships, help employees become more confident and comfortable in professional discussions, and better understand diverse perspectives (Coleman, 2016). They provide opportunities for clinical trainees and practitioners to engage with the narrative of health and social care and human experience—not just the clinical problem (Penson, 2011). Additionally, book clubs can increase a student’s participation in their own learning, enhance social proficiency, and develop discussion skills. (Sedo, 2003)

In 2020, Stanford School of Medicine’s Lane Medical Library launched several "discussion groups". A re-envisioned book club format replaced the traditional long format book with a curated selection of short articles and videos successfully lowering attendance barriers due to time constraints of busy medical professionals. Initially devised to spark conversation and promote a call to action on social justice and medicine, the discussion groups became a catalyst for imagining and creating change through micro-moves at the school of medicine and the healthcare system.

Aim

This session will share the lessons we learned in establishing and running discussion groups and provide a framework for those considering using book clubs and media discussion groups for education and instruction. Sample discussion prompts, code of conduct, and syllabi will be shared.

Method/ Program Description

Discussion groups are normally held during lunch hours and last just 60 minutes. An invited subject expert launches the group by framing the learning theme. Small groups in breakout sessions move through carefully constructed prompts designed to engage participants in lively and respectful discussions. A final prompt requires participants to reflect and commit to steps they might take as an individual, workgroup, or department to address social issues in medicine based on their learning.

In addition to the live format, a companion website allows participants to work through the materials on their own or reuse the materials for further discussion.

Results/ Evaluation

All participants are sent an evaluation form following the sessions. The discussion groups are well-attended, and the response has been overwhelmingly positive, becoming a “favorite format of the anti-racism focused events” on campus. Discussion groups are continuing in areas of diversity and medicine, allyship, intersectionality, and organizational culture. The library work with multiple stakeholders on campus, such as the hospital employee resource groups. Additionally, the library has worked with the Office of Continuing Medical Education (CME) to grant CME credits to attendees. There has been a cascading effect with several attendees adapting the content to provide similar sessions to departments at our institution and at other medical schools.

Conclusion

Book clubs and discussion groups are a timely and effective instruction method for health sciences libraries, particularly in the area of health equity and social justice.

Human Touch (Recommended)

Discussion groups offered by the library provide a unique forum for students, faculty, residents and staff to come together to discuss and take personal action on important societal issues as they relate to medicine.



11:45am - 12:00pm
ID: 204 / 3.2: 6
Oral Presentation
Topics: Education

Library-faculty collaboration – Academic writing and the just in time-principle

Jessica Lönn-Stensrud, Julie Skattebu

University of Oslo, Norway

Introduction

Clear and comprehensible communication is central for professional studies within health sciences, e.g., dentistry. In their future professions the students must be able to communicate with colleagues, patients, and other authorities. To strengthen the student’s communication skills, as well as facilitate the process of writing the master thesis, the Library of medicine and science together with the Faculty of Dentistry at the University of Oslo has started a collaboration on academic writing. Training in academic writing and information literacy has previously taken place in the Research methods course at the beginning of the master project course. At this point the students have not yet started to work on their master project. Therefore, there is discrepancy between what the students were offered, compared to when they needed it.

Another challenge is that most of the students consider communication as being a less important part of their education, and therefore don’t put much effort into the writing process.
Aim

In this new project, academic writing together with information literacy has been planned to follow the student’s scientific maturation and writing process from start to finish. By following the writing process and offering learning activities when they need them, we aim to:
a) guide the students through the writing process.
b) highlight communication as an important generic skill.
c) raise the quality of the master theses.

Method/ Program Description

We have initiated a project together with the Faculty of dentistry where we will develop a plan for courses and learning activities spread placed strategically throughout the master project. By collaborating with colleagues at the Library for medicine and science, learners at the faculty, and the administration we identified content following the writing process.
Results/ Evaluation

We have piloted courses following students in the same year group and evaluated the new content by using standardized answers as well as open ended questions about timeliness, usefulness, and content wishes. We have received very positive feedback on student activities, on the timeliness, and especially the effort to engage in the students writing process. We have also received feedback from the students that has been very useful in the dialog with the faculty.
Conclusion

This collaboration has given us the opportunity to examine the student writing process and include and adapt courses to where the students ought to be in the process of writing their master thesis.

Human Touch (Recommended)

Offering the students the tools they need when they need them helps to ensure that the students deliver on time, and that they build their communication and academic writing skills at the same time.



12:00pm - 12:15pm
ID: 198 / 3.2: 7
Oral Presentation
Topics: Education

Continuing professional development for the health professions: A complete library approach

Jamie M. Gray

Weill Cornell Medicine - Qatar, Qatar

Background: Taking part in continuing professional development (CPD) activities is an expectation across professions. This is particularly true of those employed in medicine, nursing, pharmacy and allied health. Most health libraries are involved in teaching library workshops, engaging with the curriculum and providing individual consultations on a variety of topics. Expanding to support continuing professional development activities is a natural next step. The library had sporadically been involved in delivering one time CPD accredited workshops in the past to the local community. However, in early 2020 the director decide to focus on building out library delivered CPD activities into a formal part of the library’s teaching.

Method: The idea was to deliver out of the box content which was within the library skillset, but that could enhance clinical practice. The plan was to focus on developing courses which could be offered multiple times within the accreditation period vs. a one time delivery. To facilitate the creation and delivery of multiple courses, one team member’s job description was revised to support and guide the application process within the division. Beginning small, the initial workshop undertaking focused on the development of a series of health communication workshops with two team members. During 2021, additional team members from across the entire division began to plan activities representing expertise from all three library teams.

Results: The first library workshop focused on visual literacy in health communication and was delivered in November 2020. The second was designed around plain language writing and took place in June 2021. The third and final session in the series is temporarily on pause but is hoped to be delivered by the end of 2022. To date, the visual literacy workshop has been offered three times. New sessions which are under development for delivery in 2022 are focused on clinical data management and health information. In addition to the noted workshops, the library has participated in the college’s Grand Rounds lectures as well as a specialized COVID-19 webinar series. The sessions thus far have been well received. Data is still under collection and will be shared at the conference.

Conclusion: Developing and delivering CPD accredited content has allowed the library to expand its reach into the local community. It has also highlighted unique expertise held within the library to members of the college community, helping to increase the division’s visibility. Although building an accredited course is time intensive, the received benefit of engaging with faculty in a context they recognize and value has proved well worth the investment.

Human Touch: Learning, Connection



 
Contact and Legal Notice · Contact Address:
Privacy Statement · Conference: EAHIL 2022
Conference Software - ConfTool Pro 2.6.144
© 2001–2022 by Dr. H. Weinreich, Hamburg, Germany