Advanced Google Instruction as a Tool for Promoting Evidence-Based Practice By Jeff Mason, Regina Qu’Appelle Health Region...
RQHR’s Google Initiative:  Advanced Google for Dummies <ul><li>Motivation </li></ul><ul><li>Low interest for traditional l...
Literature Review <ul><li>Many advocate the use of Google as a tool for information literacy </li></ul><ul><li>Few actual ...
Case Study:  Virginia Commonwealth University <ul><li>1.5 credit hours honours module for undergraduate students </li></ul...
Case Study -  The Google Game <ul><li>Grade 9 English class </li></ul><ul><li>Developed game to teach students to refine w...
Case Study -  Become a Google Power User <ul><li>Various Grade 10 English classes </li></ul><ul><li>To teach students to b...
RQHR Course Development <ul><li>General Google Information </li></ul><ul><li>How Google works </li></ul><ul><li>Scope of G...
Google Search Techniques <ul><li>Using Google to find credible information </li></ul>3. Appraise the evidence critically <...
RQHR Teaching Process <ul><li>Weekly Drop-in Sessions in July & August </li></ul><ul><li>Computer Lab (8 seats) </li></ul>...
Marketing Process <ul><li>Promotional Posters </li></ul><ul><li>Health Region Weekly Newsletter </li></ul><ul><li>Health R...
Initial Response <ul><li>First class: Minimal attendance </li></ul><ul><li>Subsequent classes well attended </li></ul><ul>...
Survey Design <ul><li>Consulted with health region research office </li></ul><ul><li>Developed 10 question survey </li></u...
Results - 1 <ul><li>Who attended? </li></ul><ul><ul><li>188 usable responses </li></ul></ul><ul><ul><li>5 groups </li></ul...
<ul><li>Only 1 physician attended  surveyed  classes </li></ul><ul><li>Allied HCP – primarily pharmacists and dieticians <...
Results - 3 <ul><li>Current use of Google </li></ul><ul><ul><li>>50% ALWAYS use Google as their search engine. </li></ul><...
Results - 4 <ul><li>Use of Google for work information </li></ul>
Results - 5 <ul><li>What Users Like About Google </li></ul><ul><ul><li>28% - User friendly </li></ul></ul><ul><ul><li>24% ...
Results - 6 <ul><li>What Users Do Not Like About Google </li></ul><ul><li>Opposite of Scope </li></ul>15% - Irrelevant res...
Results - 7 <ul><li>Where else do users find information? </li></ul><ul><ul><li>1 – Google </li></ul></ul><ul><ul><ul><li>...
Results - 8 <ul><li>Why users attended session </li></ul><ul><ul><li>42% - learn to search better/save time </li></ul></ul...
Results - 9 <ul><li>What users liked about the session </li></ul><ul><ul><li>22% - tips and tricks </li></ul></ul><ul><ul>...
Discussion - 1 <ul><li>Survey supports original ideas: </li></ul><ul><ul><li>Google is being used heavily </li></ul></ul><...
Conclusion - 1 <ul><li>Providing staff with a session they want/need: </li></ul><ul><ul><li>Allows library to promote EBP ...
Conclusion - 2 <ul><li>Future Directions </li></ul><ul><ul><li>Sessions that compare Google results to proprietary databas...
Thank You <ul><li>Mary Chipanshi and Susan Powelson, RQHR Health Sciences Library </li></ul><ul><li>Ali Bell and Nicole Ai...
Contact Information <ul><li>For more information please contact: </li></ul><ul><ul><li>Jeff Mason, Client Services Librari...
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Advanced Google as a Tool for Promoting Evidence-Based Practice

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A presentation given at the 2007 Canadian Health Libraries Association conference describing the results of a survey conducted to determine if providing advanced Google instruction meets the information needs of health care providers.

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Advanced Google as a Tool for Promoting Evidence-Based Practice

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

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