A rapid evidence‐based service by librarians provided information to answer primary care clinical questions

Background: A librarian consultation service was offered to 88 primary care clinicians during office hours. This included a streamlined evidence‐based process to answer questions in fewer than 20 min. This included a contact centre accessed through a Web‐based platform and using hand‐held devices and computers with Web access. Librarians were given technical training in evidence‐based medicine, including how to summarise evidence. Objectives: To describe the process and lessons learned from developing and operating a rapid response librarian consultation service for primary care clinicians. Methods: Evaluation included librarian interviews and a clinician exit satisfaction survey. Results: Clinicians were positive about its impact on their clinical practice and decision making. The project revealed some important ‘lessons learned’ in the clinical use of hand‐held devices, knowledge translation and training for clinicians and librarians. Conclusions: The Just‐in‐Time Librarian Consultation Service showed that it was possible to provide evidence‐based answers to clinical questions in 15 min or less. The project overcame a number of barriers using innovative solutions. There are many opportunities to build on this experience for future joint projects of librarians and healthcare providers.     

Black Faculty Facilitating Difficult Dialogues in the College Classroom: A Cross-Disciplinary Response to Racism and Racial Violence

The Urban Review - This article examines how three Black tenure-track faculty from different academic disciplines prioritized and facilitated discussions on racism and racial violence with graduate...     

Testing a student generated hypothesis using student data

We describe an activity that allows students to experience the full process of a statistical investigation, from generating the research question, to collecting data and testing a hypothesis. Implementation of the activity is described both with and without use of clickers, handheld remotes that allow instant data collection.     

An Immodest Proposal

[CICERO] AD C. HERENNIUM DE RATIONE DICENDI (RHETORICA AD HERENNIUM) WITH AN ENGLISH TRANSLATION. By Harry Caplan. The Loeb Classical Library. Cambridge, Massachusetts: Harvard University Press, London: William Heinemann Ltd., 1954; pp. lviii+434. $3.00.

WILLIAM ELLERY CHANNING. By David P. Edgell. Boston: The Beacon Press, 1955; pp. xv+264. $4.00.

HOOF BEATS TO HEAVEN: A True Chronicle of the Life and Wild Times of Peter Cartwright, Circuit Rider. By Sidney Greenbie and Marjorie Barstow Greenbie. Penobscot, Maine: Traversity Press, 1955; pp. xx+623. $6.00.

MAKING DEMOCRACY A REALITY: JEFFERSON, JACKSON AND POLK. By Claude G. Bowers. Memphis: Memphis State College Press, 1954; pp. ix+170. $3.75.

WILLIAM LLOYD GARRISON AND THE HUMANITARIAN REFORMERS. By Russel B. Nye. Boston: Little, Brown and Company, 1955; pp. vii+215. $3.00.

ROBERT M. LA FOLLETTE. By Fola and Belle Case La Follette. Two vols. New York: The Macmillan Co., 1953; pp. xx+vii+1305. $15.00.

JOHN HART'S WORKS ON ENGLISH ORTHOGRAPHY AND PRONUNCIATION [1551 : 1569 1570], Part I, Biographical and Bibliographical Introductions, Texts and Index Verborum. By Bror Danielsson. Stockholm: Almquist &; Wiksell, 1955; pp. 338.

THE TEACHING OF MODERN LANGUAGES. A volume of studies deriving from the International Seminar organized by the Secretariat of UNESCO at Nuwara Eliya, Ceylon, in August, 1953. Paris, France: UNESCO, 1955; pp. 294. $2.50.

PHILOSOPHY AND ANALYSIS. Edited by Margaret Macdonald. New York: Philosophical Library, 1954; pp. viii+296. §7.50.

AN INTRODUCTION TO DESCRIPTIVE LINGUISTICS. By H. A. Gleason, Jr. New York: Henry Holt, 1955; pp. ix+389. $5.50.

WORKBOOK IN DESCRIPTIVE LINGUISTICS. By H. A. Gleason, Jr. New York: Henry Holt, 1955; pp. 88. $2.25.

LANGUAGE, MEANING AND MATURITY. Edited by S. I. Hayakawa. New York: Harper and Brothers, 1954; pp. xii+364. $4.00.

NOAH WEBSTER'S PRONUNCIATION AND MODERN NEW ENGLAND SPEECH: A Comparison. By Karl‐Erik Lindlad. (American Institute, Upsala University, Sweden: Essays and Studies on American Language and Literature: XI). Cambridge, Mass.: Harvard University Press, 1954, pp. 90. $2.00, paper.

PRINCIPLES OF THEATRE ART. By H. D. Albright, William P. Halstead, and Lee Mitchell. Boston: Houghton Miffln Company, 1955; pp. xii+547. $6.00.

TRAGICOMEDY. By Marvin T. Herrick. Urbana, Illinois: The University of Illinois Press, 1955; pp. 331. $5.00 cloth; $4.00 paper.

AMERICA TAKES THE STAGE ROMANTICISM IN AMERICAN DRAMA AND THEATRE, 1750–1900. By Richard Moody. Bloomington: Indiana University Press, 1955; pp. viii+328. $5.00.

WILLIAM POEL AND THE ELIZABETHAN REVIVAL. By Robert Speaight. Cambridge: Harvard University Press, 1954; pp. 302. $4.75.

SPEECH: CODE, MEANING, AND COMMUNICATION. By John W. Black and Wilbur E. Moore. New York: McGraw‐Hill Book Company, Inc., 1955; pp. viii+430. $4.50.

GUIDE TO GOOD SPEECH. By James H. McBurney and Ernest J. Wrage. New York: Prentice‐Hall, Inc., 1955; pp. vi+346. $3.75.

HANDBOOK OF PARLIAMENTARY PROCEDURE. By Henry A. Davidson. New York: The Ronald Press Company, 1955; pp. xviii+292. $3.75.

TELEVISION PROGRAM PRODUCTION. By Carroll O'Meara. New York: The Ronald Press Company, 1955; pp. vii+361. $5.00.

PREACHING THE WORD WITH AUTHORITY. By Frederick W. Schroeder. Philadelphia: The Westminster Press, 1954; pp. 128. $2.50.

SPEAKING IN THE CHURCH. By John Edward Lantz. New York: The Macmillan Company, 1954; pp. ix+202. $3.75.

A MOUSE IN THE CORNER. By Dorothy Will Simon. Illustrated by Patricia Holston. New York: Exposition Press, Inc.; pp. 63. $2.50.     

Factors Contributing to Improved Teaching Performance

This article focuses upon the quality and scholarship of teaching as it pertains to educational and faculty development. We outline what more than 200 faculty members at one institution have done over a 3-year period to make significant and sustained improvements in their teaching, surprisingly with minimal effort. The top three factors leading to improvement were active/practical learning, teacher/student interactions, and clear expectations/learning outcomes. We provide practical applications for change and suggestions for future research. Whitney Ransom McGowan  is a Ph.D. candidate at Brigham Young University (BYU), and she received an M.S. degree in Instructional Psychology & Technology from BYU. She is currently a research assistant for the Assistant to the Academic Vice President at BYU and also performs research at the Center for Teaching & Learning. She can be contacted at whitney.ransom@gmail.com. Charles R. Graham  is an Associate Professor of Instructional Psychology and Technology at Brigham Young University with a focus on technology-mediated teaching and learning. Graham received his Ph.D. in Instructional Systems Technology from Indiana University. He received his M.S. degree in Electrical and Computer Engineering from the University of Illinois and his B.S. degree in Electrical and Computer Engineering, from BYU. He is particularly interested in studying the design and evaluation of blended learning environments. He can be contacted at charles_graham@byu.edu.