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
O 1.2: Online Discussion Education
Time:
Thursday, 09/June/2022:
2:30pm - 3:00pm

Session Chair: Tiina Marketta Heino

The abstracts will not be presented live during this session. You can are advised to view the recorded presentations before this session. Presenters will briefly introduce themselves and then discuss their research, and answers questions.


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Presentations
ID: 217 / O 1.2: 1
Online Oral Presentation
Topics: Education

Active Learning and Exploration in Online Learning: Incorporating Virtual Escape Rooms in One-Shot Sessions

Julia Martyniuk

University of Toronto, Canada

Active learning is an important aspect in ensuring students’ understanding and retention of instructional material. This presentation will review the successes and challenges of incorporating active learning opportunities in online one-shot instruction sessions, and focus on the role escape rooms play as an active learning technique. The case example of a specific one-shot library session, where medical graduate students searched for and accessed information and resources by way of a group escape room activity, will be highlighted. This presentation will underscore how escape rooms can be applied to orient students to academic libraries, thereby fostering engagement and interactivity when learning new content.

Learning Outcomes:

  • Identify how escape rooms can be applied in online learning environments
  • Implement active learning techniques that encourage exploration of instructional material, and reinforces learning
Biography and Bibliography
I am an academic liaison librarian focusing on teaching and learning, especially as it relates to information and digital literacy. My research focus since becoming an academic librarian has focused on the digital landscape, including digital privacy and security, and how to best prepare students in becoming full digital citizens once they graduate.

Martyniuk-Active Learning and Exploration in Online Learning-217_a.mp4
   


ID: 170 / O 1.2: 2
Online Oral Presentation
Topics: Education

Delivering the NHS Knowledge for Healthcare Learning Academy

Dominic Gilroy

Health Education England, United Kingdom

Introduction

In December 2021 Health Education England launched the NHS Knowledge for Healthcare Learning Academy providing quality assured learning opportunities tailored for the healthcare library and knowledge workforce in England.

Aim

The Academy has the following aims:

  • Enhanced visibility and accessibility for our learning offers
  • Strengthening of our existing offers through robust processes
  • Increased clarity over learning outcomes and course content
  • Added value through accreditation by our professional body
  • Increased esteem of employers and stakeholders

Program Description

A key element of the new Learning Academy is accreditation from our professional body CILIP: The Library and Information Association.

As part of the accreditation process Learning Academy short courses were mapped to CILIP’s Professional Knowledge and Skills Base (PKSB). The PKSB charts the skills and knowledge areas required for those working in the information, knowledge, library and data professions. It is a tool available to aid career development and to identify training needs.

HEE worked with CILIP during 2020-21 to refresh the PKSB. This ensured that the tool captured skills and knowledge associated with new and emerging digital and data technologies. A key driver and reference source for the work was CILIP’s Research Report: The impact of AI, machine learning, automation and robotics on the information profession. HEE can therefore be assured that its learning and development offers are being assessed against the latest and most up-to-date benchmark in terms of the skills and knowledge required by the profession particularly around digital and data skills.

The demand for digital and data skills is evidenced by the over 70 NHS knowledge and library professionals benefiting from the software and data skills provided through our Library Carpentry offers during 2021. HEE works with Manchester University to develop a Postgraduate Certificate in Clinical Data Science. An experienced knowledge and library specialist is working with the team to ensure the modules reflect the needs of our workforce, to identify gaps in provision, and to flap any associated learning opportunities.

Evaluation

Work has been undertaken with renowned expert in impact evaluation David Streatfield to develop and evaluation mechanism for the new Learning Academy. These measures will be finalized during the first twelve months of the work of the academy and used to determine success.

Conclusion

The Learning Academy provides a great opportunity to continue to develop a high-quality learning offer for our healthcare knowledge and library specialist workforce. The Learning Academy will continue to develop and expand its offers over the coming years ensuring that knowledge and library workforce are able to meet the evolving needs of the NHS.

Human Touch (Recommended)

An increasing element of our offer will be through e-learning. Nevertheless, we recognize the value of the human touch in learning and although face-to-face learning opportunities have been lacking recently due to the pandemic, we have tried to ensure that synchronous online learning has been offered in its place. Many of these offers include break-out and discussion sessions with the opportunity for networking, something which many of our delegates value greatly.

Biography and Bibliography
Dominic Gilroy leads the Workforce Planning and Development Workstream of Knowledge for Healthcare, Health Education England's strategic development plan for healthcare knowledge and library services in England.

He has over 20 years experience of working in healthcare libraries within the NHS. He also serves on CILIP's Professional Registration Panel reviewing applications for Certification, Chartership and Fellowship.

Gilroy-Delivering the NHS Knowledge for Healthcare Learning Academy-170_a.pptx
   


ID: 1213 / O 1.2: 3
Oral Presentation
Topics: Education

Developing systematic review expertise: bridging between theory and practice

Marshall Dozier

University of Edinburgh, United Kingdom

Introduction
The development of methods knowledge, skills and expertise to carry out robust systematic reviews (SRs) requires both an understanding of the underlying research principles and practical experience in design and application of the methods. Information specialists often provide training and guidance in SR planning and methods to students and researchers. The work presented here will give insights into the lived experience of novice systematic reviewers as they become proficient reviewers, and will enable those of use providing support or training to guide other novice reviewers on what to expect and plan to incorporate on their own learning journeys.
Aim
The aim of this evaluation is to map the learning journeys that bridge introductory SR training and the development of proficiency in practice.
Method/ Program Description
We offer Master of Public Health students with a credit-bearing course introducing the principles of SR methods, and providing light-touch practice of each phase of the review process, from question and criteria definition through to summarising findings. The course can only provide introductory-level skills that prepare students to be able to plan their own SR projects, and that more in-depth learning needs to happen while the students carry out SRs of their own. Within our institute we also have an evidence synthesis research group that carries out various review types, from rapid reviews and standalone SRs, to living reviews. We give students who have completed the SR course opportunities to participate in review teams with the research group. Once the students have developed both technical and soft skills, they can take on more challenging roles to enhance their expertise, such as review lead roles.
Results/ Evaluation
We have begun gathering reflective reports from our student and alumni collaborators, and plan to enrich and expand on these early data with focus-group-like discussions. These qualitative data will be analysed thematically.
Conclusion

We have not completed our evaluation, but early indications of learning journey elements from the reflective reports point to:

  • Access to mentoring from more experienced reviewers is valuable
  • Access to peer support and shared learning is valuable
  • Need to develop problem-solving skills to address research design and implementation decisions
  • Need to develop proficiency in relevant software tools needed
  • Need to develop various communication skills for teamwork, collaboration, oral and written expression of findings to different target audiences

Human Touch (Recommended)

building research capacity, supporting early career researchers, creating a learning community

Biography and Bibliography
Marshall Dozier leads a team of Academic Support Librarians working to support the Library in delivering the University's strategies for learning, teaching and research within the College of Medicine and Veterinary Medicine. Marshall offers specialist library support to Deaneries within the Edinburgh Medical School and NHS in Lothian.

Student co-authors will be added.

Dozier-Developing systematic review expertise-1213_a.pptx
   


ID: 177 / O 1.2: 4
Online Oral Presentation
Topics: Education

Integrating evidence-based medicine skills into a medical school curriculum: a quantitative outcomes assessment

Laura Marie Menard, Amy Blevins

Indiana University School of Medicine, United States of America

Introduction

Faculty are increasingly being called upon to teach medical students the skills necessary to have a strong foundation in evidence-based medicine (EBM) before they move on to the professional phase of their education. All too often, the expectation is that these skills can be imparted in a class or two when the curriculum allows. Prior to the inception of this study, our institution had been teaching EBM within a discrete 2-month time period during medical students’ first year. During a large-scale curricular overhaul, the approach to teaching EBM was changed to a more scaffolded, integrated approach with sessions being taught over the course of two years. In this study, we assess the differential impact of these two approaches to teaching EBM in the first two years of medical school.

Aim

This research project aims to determine the potential differential impact of two curricular approaches to teaching EBM on student performance on an EBM assignment administered during the first year of clerkship. A meaningful result would be any statistically significant difference in scores on the assignment given to measure student performance.

Method/ Program Description

In order to assess and compare student learning under the different curricula, the PI and a team of five faculty members used a modified version of the previously validated Fresno rubric to grade three years’ worth of EBM assignments given to students in clerkship rotations 1-3 (n = 481) during the Internal Medicine clerkship. EBM performance in three separate student cohorts were examined. Assignments were anonymized before being randomly assigned to graders. Prior to grading, all graders were required to attend two norming sessions in order to achieve consensus on interpreting and applying the rubric consistently to sample assignments.

Results/ Evaluation

Four hundred and eighty-one assignments were graded. Mean scores were compared for individual questions and cumulative scores using a one-way Welch ANOVA test. Overall, students performed .99 of a point better on the assignment from Year One (Y1), prior to EBM curriculum integration to Year Three (Y3), subsequent to EBM integration (p= <.001). Statistically significant improvement was seen on questions measuring students’ ability to formulate a clinical question and critically appraise medical evidence. Additionally, on USMLE Step 1, we found that student scores on the EBM portion of the exam improved from Y1 to Y3.

Conclusion

Results of this study suggest that taking a scaffolded, curriculum-integrated approach to EBM instruction during the pre-clinical years increases student retention of and ability to apply EBM concepts to patient care. Overall, this study provides a foundation for new research and practice seeking to improve EBM instruction.

Human Touch (Recommended)

The use of EBM skills by healthcare practitioners has been shown to improve patient care outcomes worldwide. Over the past few years, especiallt in light of the challenges posed by COVID-19, it has become increasingly apparent that it is imperative to impart these skills to our students. This study provides a best practices blueprint for the teaching of EBM in medical school.

Biography and Bibliography
Laura Menard is the Assistant Director for Medical Education and Access Services at the Indiana University School of Medicine's Ruth Lilly Medical Library, where she develops EBM content and trains faculty on instruction best practices. Her main professional interests are curriculum development and delivery. A Medical Library Association Research Training Institute fellow, Laura has published and presented extensively on EBM teaching. A citation to the article associated with this presentation is below.

Menard L, Blevins AE, Trujillo DJ, Lazarus KH. Integrating evidence-based medicine skills into a medical school curriculum: a quantitative outcomes assessment. BMJ Evidence-Based Medicine. 2021 Oct 1;26(5):249-50.

Menard-Integrating evidence-based medicine skills into a medical school curriculum-177_a.mp4

Menard-Integrating evidence-based medicine skills into a medical school curriculum-177_b.pptx

Menard-Integrating evidence-based medicine skills into a medical school curriculum-177_c.pdf


ID: 1226 / O 1.2: 5
Oral Presentation
Topics: Education

Online-only postgraduate taught programmes at the University of Edinburgh – unexpected benefits to online only students of the development of online services and resources to support campus based students during Covid

Fiona Brown, Marshall Dozier

University of Edinburgh, United Kingdom

Introduction

The University of Edinburgh has provided online only postgraduate taught programmes since 2004, and the Library has supported these programmes and students, developing services and resources to do so. Over this time, the College of Medicine and Veterinary Medicine (CMVM) had a strategic aim to increase the number of postgraduate programmes delivered online only. In the 2020-2021 academic year 95% of CMVM’s 3000 postgraduate taught students were on online only programmes.
In March 2020, in common with universities and colleges worldwide, the University of Edinburgh responded to the Covid outbreak by looking at ways to move campus-based learning, teaching and support online. CMVM used the experience of delivering online-only programmes to feed into this. From a library services perspective, there were also knock-on benefits for students on online only programmes as further online resources and services moved online.

Aim

We will report on our activities in supporting the transition to online and the unexpected impacts on our online only students.
Program Description

In the Library, we used our experience of supporting online only programmes to help develop our support for the campus based students who were transitioning to online. We provide online resources, online teaching and online trouble shooting. Following the start of the pandemic, we made better use of some of the technology which we already had, delivering more of our services online.
We will be forecasting the impact should services return to pre-pandemic availability options.

Evaluation

We are in the process of gathering input from our library colleagues in our collections services teams and our academic support teams. We are evaluating whether, and how, we will adjust our teaching and support practices even if we have a return to campus.
We are also gathering input from academic colleagues, course teams and students on online-only programmes on how (if at all) our resource and service developments have impacted on the learning and teaching experience.

Conclusion

We are still gathering information on the impacts of these changes and developments. Indicative areas we are looking at include the changes to delivery, and recording of, our one-to-one and generic information skills provision; how the increase in our recorded information skills provision has impacted on how we deliver our teaching and support; and the growth of our etextbook provision and whether this is sustainable.

Human Touch (Recommended)

The authors would be interested in hearing if colleagues in other libraries have had similar experiences.
We feel this links with current dialogues in the UK networks on ebook costs.

Biography and Bibliography
Fiona Brown is Academic Support Librarian for Veterinary Medicine, Roslin Institute and Biological Sciences at the University of Edinburgh. She provides specialist support to staff and students, both campus based and online, in all matters relating to library services. Her role includes the design, delivery and evaluation of information skills training for staff and students. She liaises with colleagues to support the Library in delivering the University's strategies for learning, teaching and research. She is a co-author of EBVM Learning (ebvmlearning.org).

Marshall Dozier leads a team of Academic Support Librarians working to
support the Library in delivering the University's strategies for
learning, teaching and research within the College of Medicine and
Veterinary Medicine. Marshall offers specialist library support to
Deaneries within the Edinburgh Medical School and NHS in Lothian.

Brown-Online-only postgraduate taught programmes at the University-1226_a.pptx
   


ID: 1142 / O 1.2: 6
Oral Presentation
Topics: Education

Assessing EBM Behaviors of Medical Students via an OSCE: The Librarian Perspective

Joey Nicholson1, Adina Kalet2, Anique de Bruin3, Cees van der Vleuten3

1NYU Health Sciences Library, NYU Langone Health, USA; 2Kern Institute, Medical College of Wisconsin, USA; 3Maastricht University, School of Health Professions Eduction, Netherlands

Introduction
The ability for medical students to form clinical questions and retrieve evidence to advance patient care is an integral set of skills necessary both to provide the best care, and also to meet lifelong learning goals. While it is common for librarians to teach these skills, it is much less common for librarians to contribute actively to robust formative assessment of them as part of their education practice.

When librarians assess these evidence-based medicine (EBM) skills in medical students, the assessments tend to run parallel to standard curricular assessments and are based solely on multiple choice or essay-style written exams. However, this does not allow an opportunity for formative feedback to be given on actual performed behaviors integrated with other key clinical activities.

Observed structured clinical examinations (OSCEs) are a common method of assessing and providing feedback on how medical students actually perform behaviors that they are expected to practice. Ideally, assessment of EBM should be integrated into existing assessment systems and structures, like the OSCE, in order to be better aligned with medical student and faculty expectations. This type of assessment is necessary to reinforce learning and provide actionable feedback.

An EBM OSCE station was recently developed and implemented as part of an immersive OSCE assessing multiple clinical skills. This EBM OSCE is currently being used at a cohort of 6 medical schools.

However, librarians involved have not been familiar with or prepared to assess EBM behaviors via observation. The purpose of this study is to determine how feasible and useful it is for librarians to assess medical student EBM behaviors via a video-observed OSCE.
Aim
To understand and document the experiences and preferences of health sciences librarians regarding assessing EBM behaviors in medical students in order to inform EBM assessment tool development and validation and offer potential solutions to barriers in implementation.
Method/ Program Description
This study will employ a focus group design using an opportunistic sample of health sciences librarians who have already participated in this video-observed EBM OSCE. Focus groups will be followed up as necessary with individual semi-structured interviews.
Results/ Evaluation
Focus group transcripts will be analyzed and coded using a Constructivist Grounded Theory approach. Data will be primarily analyzed by the principal investigator beginning with a round of initial coding to surface main themes, and a second round of focused coding. Focus groups are planned for early 2022.

Conclusion

It is expected that librarians will find assessing EBM behaviors of medical students via a video-based OSCE useful in providing formative feedback to students and helping to reinforce key concepts in EBM. Additionally, by observing and understanding student behaviors, librarians can create a feedback loop to improve and better tailor their instruction. However, it is also expected that librarians may face many common barriers to feasibility, including: the time commitment, curricular support, and administrative support.

Human Touch

This research aims to help librarians connect better with both students and faculty and to further understanding of the role of the librarian in teaching and assessment of EBM.

Biography and Bibliography
Mr. Joey Nicholson is the Chair and Director of the NYU Health Sciences Library at NYU Langone Health. Over the past 10 years, he has been responsible for integrating evidence-based medicine teaching and assessment within the curriculum for students in the Grossman School of Medicine. As a part of this work, he worked with a team of clinicians and faculty to develop better ways of assessing and providing feedback to medical students on these important skills. This research is also a part of his dissertation work, focused on assessing EBM behaviors via observation. Below is a short list of recent publications relevant to and fundamental in developing and guiding this abstract proposal.

1. Kalet A, Zabar S, Szyld D, et al. A simulated "Night-onCall" to assess and address the readiness-for-internship of transitioning medical students. Adv Simul (Lond). 2017;2:13. Published 2017 Aug 14. doi:10.1186/s41077-017-0046-1

2. Nicholson J, Spak JM, Kovar-Gough I, Lorbeer ER, Adams NE. Entrustable professional activity 7: opportunities to collaborate on evidence-based medicine teaching and assessment of medical students. BMC Med Educ. 2019;19(1):330. Published 2019 Sep 3. doi:10.1186/s12909-019-1764-y

3. Nicholson J, Kalet A, van der Vleuten C, de Bruin A. Understanding medical student evidence-based medicine information seeking in an authentic clinical simulation. J Med Libr Assoc. 2020;108(2):219-228. doi:10.5195/jmla.2020.875

Nicholson-Assessing EBM Behaviors of Medical Students via an OSCE-1142_a.pptx
   


ID: 1164 / O 1.2: 7
Oral Presentation
Topics: Education

The Library’s Project Thesis Clinic

Marte Ødegaard, Ivana Malovic, Skjalg Tønnesen Kalvik, Sara Clarke

Library of Medicine and Science, University of Oslo, Norway

Introduction
What do we do when library teaching does not fit into the academic schedule? In response to this challenge, we started a project to provide information literacy teaching “just in time”.

A common challenge faced by academic libraries is reduced time granted to course- integrated teaching of information literacy. This raises the concern that students will not obtain the necessary information literacy skills required for their studies. In this presentation we describe how we met these challenges through the creation of freestanding courses covering central aspects of information literacy, tailored to medical students. The catalyst for this course was the project thesis (20 ECTS) that the students complete as part of their professional education.

The project thesis requires that students complete an independent scientific work wherein they specialize in a chosen field or innovation project. The project thesis is completed over a two-year period where January in year one contains courses in evidence-based medicine (EBM) and how to do a research project, and year two includes two teaching-free periods dedicated to project thesis work. The long time lag between the course in EBM and the individual study-period makes it difficult for the students to apply what they have learned. This leads to periodically increased pressure on the library due to the large number of students requesting instruction during their periods of self-directed learning.

Aim
The aim of this project was to find a solution to the added pressure on library services during the project thesis period by creating a suite of freestanding courses tailored specifically to the needs of the students. We had the following questions in the development of the project:

  • At which time will the students find the courses most useful?
  • How do we ensure that students get timely information when the project thesis stretches over a two-year period, and when faculty leaves little room for practical training in information skills?
  • How do we ensure the teaching we provide is relevant and covers the necessary topics?

Program Description
We created a collection of freestanding courses named the Project thesis clinic. The Project Thesis Clinic (PTC) lasts for a month and includes courses on academic writing, literature searching, critical appraisal, citing scientific literature, and individual guidance.

Evaluation
High attendance and positive feedback from the first clinic in 2021 showed the PTC was successful, which prompted the library to plan it again for January 2022. We adjusted the program based on feedback from the students in 2021 and aim to collect feedback in January 2022 using evaluation forms after the clinic has taken place.

Conclusion

This project has allowed us to test new teaching approaches, as well as ensuring that students receive required information literacy training “just-in-time” for when it is required. The global pandemic and need for digital solutions have also affected how the project has been developed.

Human Touch

Medical students feel the library provides them with the tools needed for success in their project.

Biography and Bibliography
Marte Ødegaard holds a Master of Science in Evidence Based Practice in Health Care and works at the Library of Medicine and Science, University of Oslo, Norway. Her work interests are information literacy, systematic searches, and the librarians role in research.

Ivana Malovic holds a Ph.d. in Medical Biology and works at the Library of Medicine and Science, University of Oslo, Norway. Her work interests are critical appraisal, open science and research data management.

Skjalg Tønnessen Kalvik holds a Bachelor of Library and Information Sciences and works at the Library of Medicine and Science, University of Oslo, Norway.

Sara Clarke holds a Master in Information Services Management and is Head of Section for Literature Searching and EBM at the Library of Medicine and Science, University of Oslo, Norway.

Ødegaard-The Library’s Project Thesis Clinic-1164_a.pdf
   


ID: 1232 / O 1.2: 8
Oral Presentation
Topics: Education

Building searching skills early in the veterinary school curriculum to support evidence based practice

Heather K Moberly, Virginia R Fajt

Texas A&M University, United States of America

Introduction

Evidence based practice is based on a series of steps that include identification, critical appraisal, and application of information. Learning to create answerable questions to describe a clinical scenario and to construct literature searches are foundation steps for the appraisal and application. Librarians are well suited to teach and assess these first steps and to collaborate with veterinary faculty to create a complete and contextualized evidence based medicine, or evidence based veterinary medicine education experience for students.

Aim

A veterinary faculty member teaching evidence-based veterinary medicine (EBVM) in a pharmacology course included librarian a led instruction session for a number of years. During a curriculum reorganization, EBVM was added to the first year curriculum as a component of the Critical Thinking module in the Professional and Clinical Skills (PCS) course. The aim of this move was to introduce EBVM earlier in the curriculum and provide additional opportunities for these skills to be scaffolded and reinforced throughout the four year curriculum.

Method/ Program Description

This presentation describes the collaborative EBVM sessions and assignments during the first two years of veterinary school during the PCS course in year one and the pharmacology course in year two. These classes were recently redesigned to provide the students with a contiguous three semester foundation of the Ask, Acquire, and Appraise steps of EBVM. During this sequence of sessions both the subject and library faculty provide lectures, hands-on laboratories, anonymous and non-anonymous in class "polling" interactions, and feedback for both ungraded and graded assignments.

Results/ Evaluation

The current series of EBVM sessions and assignments during the first two years of a veterinary curriculum expand upon their predecessors. The additional sessions and assignments are placed in a more contextualized environment to increase perceived relevance by the students.

Conclusion

Expanding time in the critical thinking module of the veterinary curriculum (spring semester, year one), increasing the number of graded assignments and the associated point values of the assignments, and strengthening instruction support for searching skills is expected to improve searching skills and increase retention of the skills for use the following semester (Fall semester, year two). Improving these first and second year skills is expected to improve comfort and adoption of the EBVM method in the later clinical years of the curriculum and in postgraduate practice.

Biography and Bibliography
Heather K. Moberly currently serves as the Coordinator of Veterinary Information and Research Services and holds the Dorothy G. Whitley Professorship in Library Science. Dr. Virginia R. Fajt is a clinical professor and clinical veterinary pharmacologist who teaches throughout the veterinary curriculum and currently serves as Chair of the Curriculum Committee. In 2013 they began collaborating with the explicit intention to improve and increase the inclusion of the evidence-based veterinary medicine methodology across the veterinary curriculum. Both recently completed terms in offices in the Evidence-based Veterinary Medicine Association; Fajt as Director followed by President, Moberly as Executive Secretary followed by Director. Moberly is a co-author of the "Acquire" module of the EBVM Learning online, open access tutorial. (https://EBVMLearning.org)

Moberly-Building searching skills early in the veterinary school curriculum-1232_a.pptx
   


 
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