Using Bloom's Taxonomy to Teach Critical Thinking Skills to Business Students

ABSTRACT

Using Bloom's Taxonomy, this article provides a practical approach for enhancing critical thinking by business students. The article first describes Bloom's Taxonomy and how the model may be used as a framework for engaging business students in higher-order thought. It then explains how secondary research methods can be used to move business students to the higher planes of thought identified in Bloom's Taxonomy. Lastly, Herrick's criteria are used as a framework to analyze and evaluate the quality of secondary sources.     

Teaching First-year Medical Students Where to Go First: Connecting Information Needs to e-resources

The purpose of this project was to introduce first-year medical students to electronic resources that are best suited for different types of background questions. Specific questions from a case study were presented, and the students generalized them into a “type” of question. They then identified the best e-resources for that type of question. This is their first introduction to the lifelong learning competency in the Indiana University School of Medicine competency-based curriculum.     

The Decline of the Number of Interlibrary Loans by Medical Students in a Small Academic Medical Library: A Study of 18 Years of Data

The objective of this study is to provide data on one aca-demic medical library's experience with first and second year medical students’ use of interlibrary loan at the Indiana University School of Medicine–Northwest, Steven C. Beering Medical Library. The results of a study of 18 years of data show a substantial decline of interlibrary loans by medical students. Several factors, including the unique problem-based learning curriculum and the availability of online journals, which has expanded a small medical library's collection, may be responsible for the reduction of interlibrary loan. This study suggests the need for collection development librarians to understand their medical school curriculum and to invest in the most useful electronic journals for their medical students’ education needs.     

Librarians Flip for Students: Teaching Searching Skills to Medical Students Using a Flipped Classroom Approach

This article describes the development of a flipped classroom instructional module designed by librarians to teach first- and second-year medical students how to search the literature and find evidence-based articles. The pre-class module consists of an online component that includes reading, videos, and exercises relating to a clinical case. The in-class sessions, designed to reinforce important concepts, include various interactive activities. The specifics of designing both components are included for other health sciences librarians interested in presenting similar instruction. Challenges encountered, particularly in the live sessions, are detailed, as are the results of evaluations submitted by the students, who largely enjoyed the online component. Future plans are contingent on solving technical problems encountered during the in-class sessions.     

Wiki Technology Enhanced Group Project to Promote Active Learning in a Neuroscience Course for First-Year Medical Students: An Exploratory Study

A wiki group project was integrated into a neuroscience course for first-year medical students. The project was developed as a self-directed, collaborative learning task to help medical students review course content and make clinically important connections. The goals of the project were to enhance students’ understanding of key concepts in neuroscience, promote active learning, and reinforce their information literacy skills. The objective of the exploratory study was to provide a formative evaluation of the wiki group project and to examine how wiki technology was utilized to enhance active and collaborative learning of first-year medical students in the course and to reinforce information literacy skills.     

A Clinical Librarian Embedded in Medical Education: Patient-Centered Encounters for Preclinical Medical Students

Adding patient encounters and simulation to the preclinical years of medical school is becoming increasingly popular. This article describes the creation of active learning opportunities by a clinical librarian that are aimed at training preclinical students through the use of simulated patient scenarios. Scenarios for second-year students walk them through the evidence-based resources needed in clinical years and beyond through a standardized patient encounter. Scenarios for first-year students involve role-play of cases where the patient and physician bring contrasting ideas to the outpatient interaction. All scenarios are carried out under the guidance of a clinician and librarian.     

A Value-Added Partnership Between a Chief Learning Officer and a Medical Librarian

A community-based participatory research project was conducted to identify health information needs of clients (an underserved population) at a homeless shelter. Staff at the shelter, medical students, and public librarians were sought as outreach partners; their needs and challenges in accessing health information resources to serve underserved populations were also assessed. The community needs assessment yielded results that helped shape a medical library's efforts in supporting medical students’ service-learning activities related to humanistic education. The resulting data also informed library decisions on health information education outreach programs tailored to vulnerable, underserved populations and community partners serving the specific populations in the communities.     

Customized USB Flash Drives Used to Promote Library Resources and Services to First-Year Medical and Dental Students

No abstract available for this article.     

Thinking Outside the Classroom: Providing Student-centered Informatics Instruction to First- and Second-year Medical Students

With the increasing amount of health information available, the Association of American Medical Colleges recommends that medical students be proficient in information management. Librarians can and should play a role in teaching students these skills. Medical information management instruction is most effective if integrated into the curriculum. However, if options are limited for librarians to teach within courses, there are ways to reach students outside the classroom. This article describes strategies librarians are implementing, outside the curriculum, to teach Texas A & M Health Science Center's first- and second-year medical students how to use library resources.     

Foundations of Database Searching: Integrating Evidence-Based Medicine into the Medical Curriculum

Library integration into the medical school curriculum is a crucial aspect of meeting Liaison Committee on Medical Education (LCME) Accreditation Standards and the Association of American Medical Colleges (AAMC) Medical School Objectives Project (MSOP) guidelines. To accomplish this, academic health sciences libraries seek to develop evidence-based medicine (EBM) literature searching classes within the medical school curriculum. Establishing a basic understanding of the fundamental concepts behind health sciences database searching among medical students is a prerequisite for a more demanding evidence-based literature searching curriculum. The George T. Harrell Health Sciences Library, Penn State College of Medicine, sought to incorporate an evidence-based medicine literature searching structure by working within the existing problem-based learning system during the preclinical years. Students in the clinical years will participate in evidence-based assignments during their rotations. A fourth-year EBM elective will be created to reinforce and round out students' exposure to these concepts.     

Faculty-Librarian Collaboration to Teach Research Skills: Electronic Symbiosis

SUMMARY

This article discusses faculty-librarian collaboration to integrate technology in a course that focuses on teaching empirical research methodologies and library research skills to elementary and early childhood education graduate students. Vygotsky's theory, standards in teacher education, and information literacy standards form the conceptual framework that supports this collaboration. The purpose and procedures of this collaboration, as well as student, faculty, and librarian outcomes, are discussed. This present collaboration on bibliographic instruction and the use of Blackboard courseware is framed within the context of past history of collaboration and future plans to expand this collaboration.     

Partnering to Analyze Selection of Resources by Medical Students for Case-Based Small Group Learning: A Collaboration between Librarians and Medical Educators

Librarians and medical educators analyzed the quality of information resources used by first- and second-year medical students in their case-based small group learning summaries. Librarians provided instruction on using library resources and gave formal feedback to students about appropriate resources for basic science and clinical questions. The team found that students used a high number of clinical and basic science journal articles and textbooks with a number of factors influencing their resource choices. The study demonstrates numerous areas where librarians can play a key role in assisting students to find and assess information to answer clinical questions.     

PubMed Instruction for Medical Students: Searching for a Better Way

In 2007, Duke University Medical Center Library instituted an interactive, online PubMed tutorial and quiz for medical students to replace an in-person lecture. This article describes the events leading to this educational paradigm shift and how the tutorial was implemented. Important concerns in the switch to an online approach to PubMed training were student satisfaction and the extent to which searching skills would improve. To determine the effectiveness of the online model, two years of student quizzes and evaluations were examined. Results indicate that students benefit from and appreciate the interactive tutorial.     

The Literature on Academic Integrity and Graduate Students: Issues,Solutions, and the Case for a Librarian Role

SUMMARY

Graduate and professional school students face a variety of academic integrity issues and are sometimes academically dishonest. The author surveys the literature of the last decade on graduate student academic integrity, including plagiarism, cheating, falsification, and authorship conflicts, focusing on empirical studies in multiple disciplines, studies that portray issues arising in individual disciplines, and solutions suggested. The author proposes that librarians who serve, teach, and consult with graduate students should develop their instructional role in this area. By becoming aware of the chief academic integrity problems and the subject-discipline related concerns, they can better assist graduate students in the context of information literacy and collaborate with faculty on training and other solutions.     

Engaging Students in Active Learning: Use of a Blog and Audience Response System

Librarians provide instruction to medical students as part of a core course in the medical school curriculum. Instruction was provided, in part, through didactic sessions covering professional-level medical information resources, PubMed search skills, psychosocial information, and evidence-based medicine. Librarians redesigned instructional sessions with the goals of increasing student engagement and minimizing the lecture format, maximizing the number of students receiving feedback on their search and evaluation skills, and permitting students to see a variety of possible responses as well as engage in peer- and self-evaluation. Librarians integrated the use of a blog and an audience response system (ARS) into the instruction to help accomplish these goals.     

Taking Library 2.0 to the Next Level: Using a Course Wiki for Teaching Information Literacy to Honors Students

ABSTRACT

How do educators capitalize on students’ comfort with ubiquitous communications in order to develop information literacy skills required in the 21st century? A curriculum materials librarian and a professor in the School of Education present an approach that uses library instruction, online research scaffolds, and peer evaluation within a class wiki to enhance student research practices and academic achievement. The explosion of information sources and access to networked technologies has provided the opportunity to “ratchet up” the expectations for student research in higher education. The Association of College & Research Libraries's information literacy standards for higher education provide a framework for setting these expectations. The authors describe features of an introductory education course that seeks to enhance honors freshman students’ knowledge of library research resources, efficient research skills, and scholarly writing, as described in these standards.