Paper presented at the Medical Library Association annual meeting in Chicago, 2019. Focuses on using critical pedagogy to help students learn how to find real world information to help with their work or assignments.

1. Preparing Health Sciences Students for
Real World Information Gathering Using
Teams, Cases, and Critical Pedagogy.
Margaret Henderson
Health Sciences Librarian

2. Chicago is on the traditional homelands of the people of the Council of
Three Fires, the Ojibwe, Potawatomi, and Odawa nations. Chicago was
a site of trade, travel, gathering and healing for more than a dozen
other Native tribes and is still home to over 100,000 tribal members in
the state of Illinois.
SDSU was built on Kumeyaay Land. Ancestors of the Viejas Band of the
Kumeyaay Indians previously used the land where our campus is
located for hunting, growing crops, as well as for raising and sheltering
their families. Some of their ancestors also died on this land. San Diego
State University holds a great respect for the ancestral lands where our
campus sits, and honors our long standing partnerships established
with local tribal nations.

3. Preparing Health Sciences Students for Real World Information
Gathering Using Teams, Cases, and Critical Pedagogy.
Objectives: Teaching in health sciences is moving to Team-Based and
Case-Based Learning (TBL, CBL), focusing on health inequalities and
disparities to better mirror real world conditions. Will TBL and CBL,
using cases based on healthcare disparities, enhance learning in one-
shot curriculum-based information literacy sessions in the health
sciences and improve student literature review skills?

7. https://www.frontiersin.org/articles/10.3389/fpubh.2016.00221/full
http://www.ccsenet.org/journal/index.php/gjhs/article/view/40012
https://journals.sagepub.com/doi/full/10.4137/JMECD.S20377
https://journals.lww.com/academicmedicine/Fulltext/2007/01000/
Problem_Based_Learning_Outcomes__The_Glass.10.aspx

8. https://journals.sagepub.com/doi/10.1177/0017896913510511
https://en.wikipedia.org/wiki/Pedagogy_of_the_Oppressed

10. Definitions
• Team based learning – Uses active leaning and small groups to apply
knowledge.
• Case based learning - Students develop skills in analytical thinking and
reflective judgment by reading and discussing complex, real-life
scenarios. Guided inquiry during class.
• Critical Pedagogy – Issues of social justice are not distinct from
teaching and learning. Awaken critical consciousness.

11. Methods

13. Lack of access to maternity care
and/or aboration.
• Evidence for difficulties getting
services in a geographic area.
• Can interprofessional
collaboration help?
• Evidence for team models.

17. Results

18. Scale Questions
1. Instruction was presented in an effective manner.
2. Instruction was relevant to my information needs.
3. Instruction helped me understand how to use the
library’s website and resources.
4. After library instruction, I now feel more comfortable
using the library’s resources.
5. What is your overall evaluation of this library
instruction?
6. Do you feel ready to find the information you need
for your course work?
Strongly
Agree
Agree Neutral Strongly
Disagreen=48

19. 7. What was the most helpful aspect of the
library instruction?
47 responses (some mentioned more than one thing)
• Searching help/navigating databases (general) 13
• Library catalog or website 12
• In class searching practice 7
• PubMed, including filtering 6
• General articles help 3
• Library resources 1
• Using SDSUid to get full-text 1

20. 8. What could be improved?
43 people responded.
• Nothing 11
• More interaction 2
• More in depth 2
• More classes 2
• More information 1
• Have a handout 1
• Have closer to assignment date 1
• Shorter class 2
• Practical exercise shorter 1
• Already fairly simple to search 1
• Teach faster 1
• Less about the obvious 1

21. https://www.etsy.com/sg-en/listing/596184768/you-cant-please-everyone-sign

22. 1) What - if anything - did you find most helpful?
2) What should have been omitted or was unclear?
3) What additional content should have been added?
4) Other?

23. First Year Results
Questions- scale of 1 (strongly disagree)- 5
(strongly agree)
LA 76 (Computer
Lab)
LA 78 (Active
Learning Center)
1. This is my first instruction session in the
library True- 38 False- 6 True- 49 False- 7
2. The skills I learned in the Session will help
me complete this assignment 4.86 4.75
3. After this session, I feel confident that I can
find resources in the library 4.59 4.5
4. The library helps me to be a successful
student 4.64 4.54
5. I am likely to use the library resources for
other assignments in the future 4.82 4.17

24. Compared to Fourth Year Class
Questions- scale of 1 (strongly disagree)- 5
(strongly agree)
LA 76 (Computer
Lab)
LA 78 (Active
Learning Center)
1. This is my first instruction session in the
library True- 38 False- 6 True- 49 False- 7
2. The skills I learned in the Session will help
me complete this assignment 4.86 4.75
3. After this session, I feel confident that I can
find resources in the library 4.59 4.5
4. The library helps me to be a successful
student 4.64 4.54
5. I am likely to use the library resources for
other assignments in the future 4.82 4.17
4. After library instruction, I now feel more
comfortable using the library’s resources.
6. Do you feel ready to find the information you
need for your course work?
4.3
4.3

25. Reflection Survey
1. List at least four (4) things you learned about the library and
research from today’s session.
2. List at least four (4) things you enjoyed in this library session?
3. Is there anything that you wanted to know about the library and
research that was not covered in this session.
4. Name two resources you could use to help you with your research
beyond the OneSearch option if you were struggling with finding
sources.
5. How can the librarian that presented this session improve this
session?

26. Conclusions

28. Lessons Learned
• Get emails of students to send surveys directly.
• Give survey immediately after, print or online, as well as a later
survey.
• There will always be somebody complaining that a topic you covered
is too basic, while another student complains you covered the same
thing too quickly, or loved that part.
• Review survey questions and make sure they make sense with the
scale, even if you are borrowing from a colleague.
• Survey results don’t tell the whole story.

29. Thank You
Margaret Henderson, MLIS, AHIP
Health Sciences Librarian
SDSU Library
San Diego, California
margaret.Henderson@sdsu.edu
(619)594-0996
@mehlibrarian on Twitter
https://orcid.org/0000-0001-6578-1766
Pronouns: she/her/hers