Eahil2011slideshare'

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medical librarians and
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Eahil2011slideshare'

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

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