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medical librarians and …

medical librarians and
pedagogical skills

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  • 1. MEDICAL INFORMATION SPECIALIST AS TEACHERTEACHING SEARCHING SKILLS
    Leena LodeniusMari Honkanen2.7.2011
    (All the picturesarepickedfrom Google picturegallery)
  • 2. Work of informationspecialistshaschanged
    Informationuserattitudesaregoingtowardsend-userliteraturesearching
    In medicalfield the doctorshave to apply the mostrecentinformation and knowledge to patientcare. Thisdemandsexcellentliteraturesearchingskills
    Informationspecialistsarecrucialagents in training and providingend-userassistance
    Do the libraryprofessionalshaveenoughpedagogicalskills?
  • 3. Informationretrievalskills and pedagogy
    Teachinglibraryprofessionalsshouldknow at leastsomebasics of learningtheories and pedagogicalmodels
    Is the teachingstillbased on the ”goodold” behavioristictheory: the focuslearning is on the teacher?
    Currentview of learning is based on constructivism, the teacher’srole is only to act as a facilitatorwhoencouragesstudents to constructknowledge for themselves (learner-centeredteaching)
    Thereare a lot of pedagogicalmodels to realizeeffectively the learningprocess
    Dowelibraryprofessionalsknow the theories and models?
  • 4. The aim of the survey
    The aim of thissurvey: to find out the amount, quality, and knowledge of trainingsearchskillsmostly in Finnishmedicaleducation
    Whatkind of teachingmethodsareused?
    Do the libraryprofessionalshaveanypedagogicalstudies and whatare the attitudestowardsdeveloping the pedagogicalskills?
    Afteranalysis of the results the ways of deve-lopingsearchskillstraining is discussed
    .
  • 5. The methods in the survey
    In the questionnairetherewerenineopen-endedquestionswithpossibility to tellpersonalopinions and views
    Therewerealtogether 14 respondents:
    - The nineFinnishrespondentsrepresentedall the medicaluniversitylibraries in Finland (5 libraries)
    • Therewerefiverandomlychosenforeigncolleagues as well (Sweden, Norway, England and Belgium)
  • Handling the researchmaterial
    Finally the answerswerequalitativelytreated and analyzed
    The answers of the samethemewerebroughttogether and wereinterpretedbyusing an understandingapproach
  • 6. The ninequestions in the survey-questionnaire
    The amount of search skills training and the timing in medical studies?
    Credits and searching skills studies?
    The learning environments?
    Teaching methods and pedagogical models used?
    Integrating search skills training in the medical curriculum?
    Information retrieval training to practicing doctors?
    Proportion of search skills training in the work-time of information specialists?
    The knowledge of pedagogy and pedagogical skills?
    Attitude toward pedagogical education?
  • 7. The amount of searchskillstraining and the timing in medicalstudies?
    The amount of search skills teaching during medical studies varies from 7 to 10 hours in Finland
    In Swedish Karolinska Institutet the amount is almost one week
    The trend toward distance learning courses is constantly increasing
    Informationretrievalcoursesareusuallyoffered at the beginning of medicalstudies
    The grantedcreditsvariedfrom 0.7 to 1.5 credits (ECTS) in basicmedicaleducation(onecreditequals 27 hours)
  • 8. Integratingsearchskillstraining in the medicalcurriculum/education
    Searchskillstrainingshouldbeofferedgradually and repeatedlyduringmedicalstudies. Thiskind of integrating is based on constructivistlearningtheory
    Somereasons for ”scattered” training:- Motivationtowards the searchskillsstraining is growingwithapproach of master’sthesis- Userinterfaces and searchfiltersarecontinouslychanging
    Integrating the searchskillsrequiresgoodnetworkingoverprofessionalboundarieswithothermedicalteachers and decision-makers in the organization
  • 9. The pedagogicalskills and knowledge of informationspecialists
    15 to 70% of the work-time of the respondentsgoes to education
    The respondentshadverydifferentbackgrounds in pedagogicalstudies:- onehad 35 grantedcredits in pedagogystudies
    - onehad 20 credits in universitypedagogy
    The rest of respondentshad 1–4 dayscoursesconnected to pedagogicalskills
    Studies in pedagogy and obligatoryteachingpracticeshouldbeincluded in the
    qualification of information
    specialist/librarian
  • 10. Searchtraining for practicingdoctors – is thereany?
    Life-longlearning is necessary for practisingdoctors for givingup-to-datetreatmentthat is based on evidence-basedmedicine
    Voluntarysearchskillscoursesareoffered to dissertationwriters and researches in Finland
    Unfortunatelyitseemsthatdoctors in
    healthcentersarealmostexcluded
    from the training
    FinnishMedicalSociety Duodecimhascreated a reliable and compre-hensivehealthportalwithhighqualityinformationsources for thispurpose.
  • 11. The Finnish Health Portal for doctors: www.terveysportti.fi
  • 12. Knowledge of teachingtheories and pedagogicalmodels
    Some taught only by lecturing to largegroups
    There seems to be a tendency towards principles of problem-based learning (PBL) and working in small groups
    There should be a transfer from behaviorism to constructivism; from teacher-focusedteaching to student-focused teaching
    Students should actively take partin the learning process
  • 13. Attitude of informationspecialiststowardpedagogicaleducation
    All but one of the respondents considered the pedagogical studies on practical level very important.
    The importance of pedagogical studies that can be directly applied to the teaching work was underlined
    A tailored course of teaching only for library professionals should be considered
    It was suggested that there should be a minimumrequirement of the studies in pedagogy in teaching library professionals’ qualification
  • 14. EAHIL’spossiblerole in developingpedagogicalknowledge
    Networking with teaching colleagues was considered important. According to constructivism understanding and learning happens when building knowledge together.
    Professional networking offers a possibility to benchmark and reflect own professional competence
    A common teaching and presentation material learning center within EAHIL got unanimoussupport
    Creating common distancelearningcourses in professionalnetworksgotalsosupport
  • 15. STUDIES IN PEDAGOGY INCREASE THE QUALITY OF SEARCH SKILLS TRAINING
    Courage to apply new creativepedagogicalmethodsincreases
    Teachermovestowardsstudent-centeredtraining
    Libraryprofessionalswithexcellentteachingskillsarerepresentativevisitingcards for theirorganizations
    Presentation and pedagogicalskillsstrengthenconfidence of decision-makersand medicalprofessionals inlibraries, librarians and the necessity of theirexistence
  • 16. Reflection and suggestions (1)
    Thereshouldbe a minimunrequirement of pedagogicalstudies for everyteachinginformationspecialist for example 10–20 credits
    A shortteachingpracticeshouldbeobligatory. The feed-backfrom senior colleagues and students is valuable.
    Closernetworkingwithcolleagues is of greatimportance (master-apprenticelearning and benchmarkingpossibility)
    Discussiongroups in the social media – a studycircleconnected to pedagogicaltopics (Tiina Heino had a presentation in Estoril on thiskind of studycircle in the Helsinki University)
  • 17. Reflection and suggestions (2)
    Networking over professional boundaries (mecine specialists, medical teachers,decision-makers) is important. It is easier to integrate search skills training within basic medical studies in pedagogically a more reasonable way.
    It is necessary to create a collegial networkeven on international level. It enables aneasy way to follow the most recent trends of teaching methods
    EAHIL could start as soon as possible a circle around the pedagogical themes (discussion, literature, teaching material center)
  • 18. Qualityassurance of activitiesstartsfrom the teacherherself/himself
    Pedagogical skills can be improved:- by studying pedagogy and reading good pedagogical literature- by learning from the feedbacks from colleagues and students- by using time for continuous reflection on own teaching activities- by assembling a training portfolio- by writing a teaching diary- having an open mind and courage for applying new pedagogical models in own work
  • 19. GOOD TEACHERS HAVE BEEN DESCRIBED:
    Goodteachersaregoodlearners
    Theyareenthusiastic and devoted to the subjecttheyteach
    Theyunderstandlargerentities of the subject to betaught, linkages and hierarchy of the themetheyteach
    Theydonotonlydisseminateinformationbutencouragestudents to criticalto thinking and solvingproblems
    They set clearobjectives and usesuitableevaluationmethods
    Student-centeredteaching!