Advanced Google as a Tool for Promoting Evidence-Based Practice

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    Advanced Google as a Tool for Promoting Evidence-Based Practice - Presentation Transcript

    1. Advanced Google Instruction as a Tool for Promoting Evidence-Based Practice By Jeff Mason, Regina Qu’Appelle Health Region Shauna-Lee Konrad, London Health Sciences Centre
    2. RQHR’s Google Initiative: Advanced Google for Dummies
      • Motivation
      • Low interest for traditional library classes
      • Desire to try something new and different for the summer as part of co-op student’s placement
      • Rationale
      • Health care practitioners’ use of Google is inevitable
      • Proper training is necessary to achieve evidence-based results
    3. Literature Review
      • Many advocate the use of Google as a tool for information literacy
      • Few actual experiences are published
      • Three case studies - Google as a tool for information literacy
    4. Case Study: Virginia Commonwealth University
      • 1.5 credit hours honours module for undergraduate students
      • Content
      • Google as a tool for information literacy
      • Overview of Google & search techniques
      • Conclusions
      • Positive experience
      • Promote library’s education & outreach services
      • Foster on-going dialogue about information retrieval, organization and evaluation
    5. Case Study - The Google Game
      • Grade 9 English class
      • Developed game to teach students to refine web searches
      • Pre-teaching session followed by Google game
      • Game
      • Assigned search question
      • Winner correctly answers question with least results
      • Conclusions
      • Student recognition of decreased search time
      • Student opinion about searching improved
      • Increased credibility for librarians
    6. Case Study - Become a Google Power User
      • Various Grade 10 English classes
      • To teach students to be better Internet Searchers by using 15 power searches in Google
      • Method
      • Pretest > Instruction > Practice Assignments > Post test
      • Conclusions
      • Significant improvements in students’ searching habits
      • Increased students’ confidence and interest in searching
      • Students’ increased knowledge of relevancy, credibility, web terminology
    7. RQHR Course Development
      • General Google Information
      • How Google works
      • Scope of Google
      • Google for health information
      • Google Special Features
      • Calculator, Translator, I’m Feeling Lucky, Related Pages, Google Images, Google Scholar
      • Google Search Techniques
      • Overall Goal
      • Teach Google features that will be useful for finding information to promote evidence-based practice
    8. Google Search Techniques
      • Using Google to find credible information
      3. Appraise the evidence critically
      • Strengths & Limitations of Google
      • Searching Techniques
      • Refining Search Results
      2. Efficiently search the relevant literature to find the best evidence with which to answer the question
      • Identification of search terms
      • Order of search terms
      1. Convert the information need into an answerable clinical question
    9. RQHR Teaching Process
      • Weekly Drop-in Sessions in July & August
      • Computer Lab (8 seats)
      • Live demonstration
      • Explanations with health examples
      • Practice time
      • Handout
    10. Marketing Process
      • Promotional Posters
      • Health Region Weekly Newsletter
      • Health Region Intranet Page
      • Library Intranet Page
      • Health Region-wide email
    11. Initial Response
      • First class: Minimal attendance
      • Subsequent classes well attended
      • Introduced survey after 2nd class
      • Very positive to all sessions
      • Increased interest in library
      • Promotes discussion about credibility of web information
      • Departmental requests for class
    12. Survey Design
      • Consulted with health region research office
      • Developed 10 question survey
      • Purpose of Survey
        • To learn why staff use Google
        • To evaluate success of course
    13. Results - 1
      • Who attended?
        • 188 usable responses
        • 5 groups
          • Health care providers
          • Health administrators
          • Allied health care providers
          • Educators/researchers (includes students)
          • Other
      • Only 1 physician attended surveyed classes
      • Allied HCP – primarily pharmacists and dieticians
      Results – 2
    14. Results - 3
      • Current use of Google
        • >50% ALWAYS use Google as their search engine.
    15. Results - 4
      • Use of Google for work information
    16. Results - 5
      • What Users Like About Google
        • 28% - User friendly
        • 24% - Fast
        • 17% - Scope
    17. Results - 6
      • What Users Do Not Like About Google
      • Opposite of Scope
      15% - Irrelevant results
      • Opposite of User -friendly
      21 % - Do not know how to use Google effectively
      • Opposite of Scope
      38 % - Too many results Observation Survey Result
    18. Results - 7
      • Where else do users find information?
        • 1 – Google
          • 2 – Subscription databases
            • 3 – Free databases
              • 4 – Other search engines
              • 5 – Library staff
    19. Results - 8
      • Why users attended session
        • 42% - learn to search better/save time
        • 30% - just want to learn
      • Was the session useful?
        • 57% - extremely useful
        • 8% - not useful
    20. Results - 9
      • What users liked about the session
        • 22% - tips and tricks
        • 9% each – practical/hands on
      • Do users want to learn more?
        • 58% - yes!
    21. Discussion - 1
      • Survey supports original ideas:
        • Google is being used heavily
          • Is being used for health care decisions
        • Staff do not use it effectively
        • There is a need to provide this type of education
    22. Conclusion - 1
      • Providing staff with a session they want/need:
        • Allows library to promote EBP by explaining strengths and weaknesses of Google/Internet sources.
        • Raises library profile, reaches non-traditional users
        • Increases credibility of librarians
    23. Conclusion - 2
      • Future Directions
        • Sessions that compare Google results to proprietary database results.
        • Sessions that use health care literature search examples in Google.
    24. Thank You
      • Mary Chipanshi and Susan Powelson, RQHR Health Sciences Library
      • Ali Bell and Nicole Aitken, RQHR Research and Performance Support
    25. Contact Information
      • For more information please contact:
        • Jeff Mason, Client Services Librarian, RQHR – [email_address]
        • Shauna-Lee Konrad, Reference Librarian, LHSC - [email_address]

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