Sarah Gallagher | @sarahlibrarina
Trish Leishman & Richard German
University of Otago Health Sciences Library
Developing H...
What is it?
• StudySmart is an online course designed
by the Health Sciences Library staff
• It is designed to develop stu...
Dunedin School of Medicine
Early Learning in Medicine (ELM)
2nd and 3rd year students
CHCH DUN WGN
Why this relevant to staff?
• Meets requirements of the University’s
Graduate Attributes
• Integrated into the curriculum
...
Why this relevant to students?
• Timed to help students develop skills
required for their assignments
• Designed to help s...
4 x 2hr
labs in
Medicine
4 x 2hr
labs in
Pharmacy
4 x 2hr
labs in
Physio’
= 24 hrs
teaching
4 core topics xtra
topics
xtra
topics
How we did it
• Approached academic staff
• Presented idea at undergrad committees
• Results of the pilot provided evident...
How does it work?
• Course is open for an agreed period of time
• Students do it in self-directed learning time
• (4-6) to...
EXAMPLE: Topic (Moodle)
EXAMPLE: Task (Blackboard)
Instructions &
resources
Video
Evaluation
• Students were asked to complete an
online evaluation form
• Likert Scale measured perceived increase
in knowl...
Cohort Assessment N students
partial
completion
N students
completion
% students
completion
N students
evaluation
% studen...
Graph: Students’ own perceived increase in knowledge and
understanding of the topic
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
...
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Content Format Library
Resources &
Services
Research skills Time Prior
knowledge...
You can please some …
• The videos accompanying the verbal and
written descriptions were very useful.
• The video format o...
…but you can’t please them all
• Some of the videos were way to long and
boring
• There were some videos that were pretty
...
CC BY Tulane Public Relations http://www.flickr.com/photos/tulanesally/3231921034
Some thoughts about StudySmart
“Showing ...
© University of Otago : used with permission
Some thoughts about StudySmart
“It was easy to follow, didn't take
too long t...
© University of Otago : used with permission
“I have never had to cite
anything in a research
sense, and was not fully
awa...
© University of Otago : used with permission
“Very well
organised, covers
everything, makes
you feel
welcomed to ask
for h...
Some thoughts about StudySmart
“Already had previous
experience using the
library so didn’t find that
this tool was useful...
Critical factors
• Academic support for compulsory / terms
requirement to ensure student buy-in
• Cohorts need examples th...
Kaizen!
constant improvement
References
• Ajayi, NA. 2004. "Library Use and Information-Seeking Behavior of Medical Students."
Anthropologist no. 6 (3)...
Thank you!
Sarah Gallagher @sarahlibrarina
(Trish Leishman & Richard German)
We’d like to acknowledge our colleagues:
Mrs ...
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Developing Health Sciences students’ information skills through online self-paced learning: an update

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Sarah Gallagher, Trish Leishman and Richard German - University of Otago Health Sciences Library

StudySmart is a self-paced online course originally designed for second year medical students at the University of Otago by the Health Sciences liaison librarians.(1) The course replaced in-class information skills labs and was piloted with this cohort in 2012.(3) In 2013, with support (2) from the Schools, StudySmart was rolled out to second year Dentistry, Pharmacy and Physiotherapy students. By the end of 2013 StudySmart was accepted as a Terms requirement within the Medical, Pharmacy and Physiotherapy curricula.
The content comprises learning objects developed in-house (4) as well as appropriate Open Educational Resources (OERs) from external sources. It comprises a series of topics, tasks and quizzes which are built within the extant Learning Management Systems (LMS) - Moodle and Blackboard. Academics are able to select topics that meet their students’ needs from a pool that is edited or added to as required.
We will report on qualitative and quantitative evaluation data which demonstrate the students’ level of knowledge and understanding after completing StudySmart, as well as reporting on what the students believed were the most valuable and least valuable aspects of the course. The majority of students who completed the course reported an increase in knowledge of, and understanding about, the topics covered and were positively disposed to the value of the online course.(5, 6) This paper will also report on some of the challenges that we faced and how the course has developed within the programmes for 2014.
This paper builds on a short talk given at Spotlight on Teaching & Learning at the University of Otago on 27th August 2013.

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  • Kia ora koutou, nau mai, haere mai

    Ko Sarah taku ingoa

    Subject Librarian supporting teaching, learning and research at University of Otago in health sciences: specifically in early learning in medicine & pharmacy

    Category B Ethics approval from the University of Otago

    I’d like to acknowledge my colleagues Trish Leishman, Sue Weddell, Judy Fisher and Richard German, and also staff we’ve worked closely with on this in the Faculty of Medicine, particularly Dr Phil Blyth, Brendon Rich and Dr Tony Barrett. Thanks also to Associate Professor Grant Butt, Associate Dean of Medical Education for his continued interest and support of our continued involvement in the curriculum.

    15-20 mins (half for questions)


  • First discussed at CSC in 2011 –

    Embedded in a LMS

    orient students’ to resources and services available through the Health Sciences Library and to cf http://otago.libguides.com/content.php?pid=128157&sid=2549969
  • Students enter all professional Health Sciences programmes from Health Sciences First Year which is highly competitive.

    There is a small amount of library instruction in Feb during prelim lectures, an extremely intensive part of the year.
    Until 2012 there was 20 mins of instruction at the end of February. Now there is about 10 mins introduction and access to a small collection of resources in Blackboard. (cf Physics Subject Guide http://otago.libguides.com/content.php?pid=128157&sid=2549969)

    We have them all for their second and third years, before at 4th year the students split across the three Otago medical schools: CHCH, DUN and WGN.

    For us, in the library, we have a small window of opportunity in which to access the whole cohort and for it to be meaningful to the students, it need to be timely and relevant.

  • University of Otago Teaching and Learning Plan Action Plan 2013-2020
    http://hedc.otago.ac.nz/hedc/wp-content/uploads/2014/06/Teaching-Learning-Plan-2013_2020.pdf

    Lifelong learning
    Critical thinking
    Ethical use of information
    Information literacy
    Research

    Need our students to be literate in many senses of the word including

    See “So what …” – Selwyn (2013)
    Relevance to:
    Policy

  • Replaced a series of 4 x 2hr labs in ELM2 from 2012

    Replaced a series of 4 x 2hr labs in PHCY & PHTY in 2013

    DENT = new collaboration

    Reasons for moving online:
    increase in student numbers
    Library teaching was asynchronous with curriculum
  • Approached course convenors, relevant lecturers/academics

    Presented to undergraduate committees for 2nd year students

    Results of 2012 pilot provided evidential basis

    Chose appropriate course topics in collaboration with the lecturers from a pool of resources we had developed

    Discussed assessment and terms requirements
  • The course consists of four core topics (but we currently have 7 topics in our pool of resources.)
    Within each topic there’s a series of tasks, and a quiz at the end of the topic that relates to the task content.
    The number of topics and tasks are chosen in collaboration with the course convenor to tailor the content to best fit within their programme.
    We are able to create Topics and tasks depending on requirements.


    Four core topics are:
    Topic 1:The Library and how it can help you
    Topic 2:The basics of finding information
    Topic 3: How to find quality sources of information
    Topic 4:Developing good search techniques and learning about databases

    Also
    Endnote
    Note taking and essay writing
  • Each task comprises brief instructions, something to watch or interact with, and something to do to reinforce what has been observed

    REUSING content in a new context! RLO OERs

    At the end of each topic is a short quiz - you need to get at least 80% to pass
    You can resit the quiz as often as you like
    You must pass the quiz in order to access the next topic.
    Immediate feedback – need to work on this however

    Topic 3: In this module, you’ll be looking at how to evaluate information. As part of this we’ll also be looking at how to use information in an ethical way by learning about plagiarism, copyright and referencing.

    Task 1: The difference between databases and search engines
    Task 2: evaluating information
    Task 3: Copyright
    Task 4: Plagiarism
    Task 5: Citation styles


  • http://www.flickr.com/photos/makarellos/3933335211

    It was the qualitative feedback that has provided us with information that has enabled us to make improvements to the course.
  • Results of likert scale from end of course evaluation : question about perceived increase in knowledge and understanding of Topic 4

    Topic 4: Asked students to construct a search strategy and to find out about the difference between keywords and subject headings, and how to search databases effectively.

    Our results are fairly recent so we haven’t had a chance to analyse them in depth but…..
    We can see that the PHTY and PHCY students had a greater gain in knowledge and understanding that the Medical students.
    Possible reason for this is that the Medical students had a search strategy exercise earlier in the year in one of their integrated cases.
  • This graph shows an analysis of the qualitative feedback we received from all three cohorts.

    We sorted the most valuable and least valuable comments into themes and then coded these themes from 1-8.

    From the graph we can see that students identified the tasks about research skills as the most valuable 47% (121). This was followed by specific content (eg hierarchies of evidence or referencing) 30% (49), and Library resources and services 12% (31).

    From the graph we can see that the least valuable aspects of the tasks were to do with specific content (eg where is the medical library), prior knowledge, and format of the course. Very few students found no value in the research skills, which is heartening!

    The following slides show examples of some of the qualitative comments from students – both positive and negative.

    We still need to compare most v least across cohorts too 


    NOTES


    Most valuable n-257, least valuable n=273

    1 = Content
    2 = Format
    3 = Library resources & Services
    4 = Research Skills
    5 = Time
    6 = prior knowledge
    7 = no response
    8 = positive / negative
  • http://www.flickr.com/photos/tulanesally/3231921034
  • Make adjustments to the course based on student and staff feedback
    Continue with current cohorts
    Alternate content types eg summary document
    More analysis!


    More analysis

    PG v HSFY,
    cohort v cohort,
    pilot v ELM2 2012 v ELM 2013 v ELM 2014
  • Developing Health Sciences students’ information skills through online self-paced learning: an update

    1. 1. Sarah Gallagher | @sarahlibrarina Trish Leishman & Richard German University of Otago Health Sciences Library Developing Health Sciences students’ information skills through online self-paced learning : an update ANZAHPE 2014
    2. 2. What is it? • StudySmart is an online course designed by the Health Sciences Library staff • It is designed to develop students information literacy skills
    3. 3. Dunedin School of Medicine Early Learning in Medicine (ELM) 2nd and 3rd year students CHCH DUN WGN
    4. 4. Why this relevant to staff? • Meets requirements of the University’s Graduate Attributes • Integrated into the curriculum • Terms requirement / grade
    5. 5. Why this relevant to students? • Timed to help students develop skills required for their assignments • Designed to help students develop skills for lifelong learning
    6. 6. 4 x 2hr labs in Medicine 4 x 2hr labs in Pharmacy 4 x 2hr labs in Physio’ = 24 hrs teaching
    7. 7. 4 core topics xtra topics xtra topics
    8. 8. How we did it • Approached academic staff • Presented idea at undergrad committees • Results of the pilot provided evidential basis • Chose appropriate topics with the lecturers • Discussed assessment / terms requirements
    9. 9. How does it work? • Course is open for an agreed period of time • Students do it in self-directed learning time • (4-6) topics • (4-6) quizzes –Pass the quizzes by 80% to progress to next topic –Complete the evaluation
    10. 10. EXAMPLE: Topic (Moodle)
    11. 11. EXAMPLE: Task (Blackboard) Instructions & resources Video
    12. 12. Evaluation • Students were asked to complete an online evaluation form • Likert Scale measured perceived increase in knowledge and understanding • Qualitative feedback identified the most valuable and least valuable aspects of the course
    13. 13. Cohort Assessment N students partial completion N students completion % students completion N students evaluation % students evaluation 2013 MEDI Terms requirement n=285/286 n=273/286 95 n=86/286 30 2013 PHCY Workshop n=5/155 n=145/155 93 n=93/155 60 2013 PHTY Terms requirement n= 0/105 n=97/105 92 n=70/105 66 2014 MEDI Terms requirement 2014 PHCY Terms requirement n=0/145 n=145/145 100 n=71/145 49 2014 PHTY Terms requirement(*) n=105/116 n=95/116 91 n=61/116 53 Table: mode of assessment, numbers of students completion rate of the course, and numbers of students completion of the evaluation Cohorts evaluated
    14. 14. Graph: Students’ own perceived increase in knowledge and understanding of the topic 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% 1 2 3 4 5 Responses "Scale: 1= no gain 5= great gain" Combined responses across Topic 4 PHTY PHCY ELM2
    15. 15. 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% Content Format Library Resources & Services Research skills Time Prior knowledge No Theme Negative / Positive Numberofrespondentsacrossthreecohorts Thematic analysis of qualitative feedback 2013 Most valuable Least valuable
    16. 16. You can please some … • The videos accompanying the verbal and written descriptions were very useful. • The video format of the tutorials was great, very clear & easy to understand. • Some of the videos were short, effective, and a joy to watch  What did you find most valuable about StudySmart?
    17. 17. …but you can’t please them all • Some of the videos were way to long and boring • There were some videos that were pretty long and confusing • although the videos were really helpful with good information, perhaps just having it written would be better as we would be able to look and find the information quicker if we want to review What did you find least valuable about StudySmart?
    18. 18. CC BY Tulane Public Relations http://www.flickr.com/photos/tulanesally/3231921034 Some thoughts about StudySmart “Showing us how to use the databases is a VERY good idea I believe as this is an important skill, especially for the lifelong learning in medicine and being able to access respected journals readily.”
    19. 19. © University of Otago : used with permission Some thoughts about StudySmart “It was easy to follow, didn't take too long to do, exposed me to different search strategies that I wasn't aware of through the library website.”
    20. 20. © University of Otago : used with permission “I have never had to cite anything in a research sense, and was not fully aware of copyright laws. This was really helpful to show me why and when I need to cite and then how also to do this.” Some thoughts about StudySmart
    21. 21. © University of Otago : used with permission “Very well organised, covers everything, makes you feel welcomed to ask for help if need be, medical library is a cosy library, was nice to have so much time to complete studysmart.” Some thoughts about StudySmart
    22. 22. Some thoughts about StudySmart “Already had previous experience using the library so didn’t find that this tool was useful for myself however if I had never used the library I believe that it would be of great assistance.”
    23. 23. Critical factors • Academic support for compulsory / terms requirement to ensure student buy-in • Cohorts need examples that are relevant to them in the tasks • Needs to be relevant and tied to in course assessment to optimise learning (eg essay / report) • Recognition that some students have prior knowledge & the course may be a refresher only for them
    24. 24. Kaizen! constant improvement
    25. 25. References • Ajayi, NA. 2004. "Library Use and Information-Seeking Behavior of Medical Students." Anthropologist no. 6 (3):209-213. • Annie, Armstrong, and Georgas Helen. 2006. "Using interactive technology to teach information literacy concepts to undergraduate students." Reference Services Review no. 34 (4):491-497. doi: 10.1108/00907320610716396. • Brettle, Alison. 2003. "Information skills training: a systematic review of the literature*." Health Information & Libraries Journal no. 20:3-9. doi: 10.1046/j.1365-2532.20.s1.3.x. • Harker, Emily. 2009. "Developing the Library Curriculum." Health Information & Libraries Journal no. 26 (4):331-335. doi: 10.1111/j.1471-1842.2009.00869.x. • Romanov, K., and A. Nevgi. 2007. "Do medical students watch video clips in eLearning and do these facilitate learning?" Medical Teacher no. 29 (5):490-494. doi: 10.1080/01421590701542119. • Newton Miller, Laura. 2014. "First Year Medical Students Use Library Resources Emphasized During Instruction Sessions." Evidence Based Library and Informaiton Practice no. 9 (1). • Weiner, Sharon A. 2014. "Who Teaches Information Literacy Competencies? Report of a Study of Faculty." College Teaching no. 62 (1):5-12. doi: 10.1080/87567555.2013.803949.
    26. 26. Thank you! Sarah Gallagher @sarahlibrarina (Trish Leishman & Richard German) We’d like to acknowledge our colleagues: Mrs Sue Weddell | Mrs Judy Fisher Dr Phil Blyth | Dr Tony Barrett | Associate Professor Grant Butt

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