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Libraries After COVID-19: A Learning Conversation
No full textThis session will be an active discussion session where all participants will be able to share and learn from one another. The faciliatator will guide participants through various interactive exercises to explore topics such as:What was difficult during and after COVID-19 and did you find any unexpected solutions?What actually turned out as a positive outcome that you might not have explored if it wasn’t for the pandemic?If you faced another crisis in the next 5 years, what did you learn from COVID-19 that you would like to make sure you remember next time around?Were there new things you tried during the pandemic that worked so well that you will keep doing them in the future? What needs to be done to make it happen?Themes discussed will be captured so that participants will have a synthesis of themes arising from the discussion
Sharing COVID-19 experiences of health information and library professionals: an EAHIL interactive workshop
Full text link“Lift Off to Leadership: Elevate Your Impact by Cultivating Skills and Mindset for Working with Senior Leaders” – Reflective Highlights from EAHIL 2024
Full text linkEffectively communicating and collaborating with senior leaders across an organization is an essential skillset for any library leader. This article highlights several key takeaways to consider when crafting a compelling business case or project proposal for your organizational decision-makers
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Health sciences library leadership skills in an interprofessional landscape: a review and textual analysis
Full text linkAcademic medical libraries sit at the crossroads of the complex landscape of the health sciences. Medical librarians in these environments must navigate and lead endeavors and services that involve many professions. In addition to being excellent leaders in their own professions, medical librarians must also improve their skills in leading in an interprofessional context by informing themselves of the qualities and skills valued in connected professions. In this project, the authors set out to understand leadership principles from three professions closely affiliated with medical librarianship to identify a core interdisciplinary leadership skill set. To do so, we conducted a mapping review of the existing literature from the last five years around leadership in academic medicine, academic nursing, hospital administration, and medical librarianship to identify core leadership skills across the disciplines and discover potential differences. We used text analysis and descriptive analysis to extract skills that were mentioned and uncover trends in the identified literature. Modern medical librarians must extend their leadership beyond the internal library setting, particularly as they become more involved with connecting and collaborating with leaders across disciplines. To successfully navigate such an interdisciplinary landscape and enhance the impact of the library in the broader organization, it is important to have the skills and vocabulary of leadership across the various professions
Health sciences library leadership skills in an interprofessional landscape: a review and textual analysis
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Practice Gives Skill: Preparing Students to Present Evidence in Clerkships
No full textPractice Gives Skill: Preparing Students to Present Evidence in Clerkships
Amy C. Studer, RN, MSN, MSLIS, AHIPa and Nicole Capdarest-Arest, MA(LIS), AHIPa aBlaisdell Medical Library, University of California – Davis, Sacramento, CA
ABSTRACT
Idea:
Building an evidence-based practice module using principles of self-directed learning to prepare medical students to present evidence in clerkship.
Need & Rationale:
Our Transition to Clerkship (T2C) course occurs immediately prior to starting of clerkship rotations and includes an evidence-based medicine (EBM) module. T2C had been synchronous and in-person for all Year 3 medical students, but due to the COVID-19 pandemic, content needed to be revised to be delivered virtually. This prompted the instructors of the EBM module to re-envision the content to increase emphasis on the main module deliverable: a practice oral evidence presentation. This deliverable was also identified for increased emphasis from prior years’ students and course faculty leaders. Furthermore, it addresses Core Entrustable Professional Activities 1 and identified needs to practice oral presentation 2-4. The content was revised to be asynchronous and to further develop learner skills in finding evidence related to a clinical question, synthesizing that evidence, and then supportively practicing 5 the new skill of presenting an oral evidence synthesis for a clinical setting.
Methods:
Learning objectives for the EBM module focused on: 1) identifying tools for finding evidence at the point of care, 2) using effective search strategies for finding evidence, including guidelines, 3) synthesizing evidence into a brief oral evidence presentation, 4) practicing delivery of an oral evidence presentation, including giving and receiving feedback. Instructors provided learners with frameworks and instructions to support their success with the activities, which were designed to be accomplished in 2 - 3 hours. The module consisted of pre-work and a paired activity. The pre-work focused on context for clinical oral evidence syntheses and on finding quality evidence. The paired activity consisted of selecting from a menu of topics, finding a relevant guideline and a primary study, synthesizing evidence found, recording and presenting a brief oral update to a peer, and providing peer feedback. To encourage self-direction as well as teamwork5, learners were asked to complete the pre-work and organize with their pre-assigned partner an online meeting to practice presenting the oral brief as well as providing feedback according to a rubric for one another. Learners each submitted and recorded a video of themselves delivering their brief evidence oral presentation. In this format, learners are able to deliberately practice an oral evidence presentation in a safe environment assuring a supported practice opportunity before moving into the clinical environment 2,4.
Evaluation Plan:
Instructors reviewed each student’s submitted video based on the peer feedback rubric and then provided aggregate feedback to the students. Instructors also reviewed all of the submitted peer feedback forms with an eye to how learners analyzed each other’s performance. Both instructors agreed that this was a more effective way to assess the quality of student work related to the activity and their ability to provide constructive peer feedback. Instructors also asked learners to provide (optional) immediate feedback about the EBM module. Students responded that the instruction was effective and that they appreciated the overall organization and structure, learning how to find guidelines, and the opportunity to practice presenting in a safe environment. The School of Medicine also solicited student feedback about the EBM module, with largely positive results. In preliminary feedback, most students who rated the module rated it as very effective (in line with or better than other sessions in T2C). There were many favorable student comments such as, “I loved the EBM project and found it especially useful specifically to 3rd year.” Instructors were impressed by the high level of engagement that students demonstrated for the activities in this module, as compared with prior years’ in-person sessions. In the future, instructors hope to seek additional feedback from learners once they are further along in clerkship rotations and integrate further goal-directed practice.
Potential Impact on the Field or Beyond:
Synthesizing and orally presenting evidence in the clinical space is a core skill 1 requiring practice and feedback. Providing measurable, skills-based learning activities immediately applicable across all clerkships will help learners more readily succeed and perform in clinic. Keywords: third-year medical students; medical education; evidence-based practice; presentation skills; peer feedback; asynchronous learning; transition to clerkship; use of technology; online learning
References
1. Association of American Medical Colleges. Core EPA Publications and Presentations. 2020. 2020; https://www.aamc.org/what-we-do/mission-areas/medical-education/cbme/core-epas/publications.Accessed September 25, 2020.2. Van Ginkel S, Gulikers J, Biemans H, Mulder M. Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education.Educational Research Review.2015;14:62-80. 3. Ireland C. Apprehension felt towards delivering oral presentations: a case study of accountancy students.Accounting Education.2020;29(3):305-320. 4. Haber RJ, Lingard LA. Learning oral presentation skills: a rhetorical analysis with pedagogical and professional implications.J Gen Intern Med.2001;16(5):308-314. 5. Lerchenfeldt S, Mi M, Eng M. The utilization of peer feedback during collaborative learning in undergraduate medical education: a systematic review.BMC medical education.2019;19(1):321. 6. Aronowitz P, Chen D. Daily Update Oral Presentation Podcast [Internet]: podtail; 2016. Podcast. Available from: https://podtail.com/en/podcast/mountainlion/daily-update-oral-presentation-podcast
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Persistent service even in disruptive times: an introduction to resilience engineering.
Full text linkBuilding resilient libraries will take energy and courage. It will take a willingness to step outside our traditional roles and engage in the messy, tough work of redefining ourselves and our institutions [1]
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