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Just-in-Time Instruction using Embedded Videos in a Virtual Chat

This educational intervention utilizes embedded videos in a virtual chat setting to deliver just-in-time instruction. It aims to enhance medical students' skills in information retrieval and management.

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Just-in-Time Instruction using Embedded Videos in a Virtual Chat

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  1. Delivering Just-in-time Instruction using Embedded Videos in a Virtual Chat Educational Intervention. Terry HennerSavitt Medical LibraryUniversity of Nevada MLGSCA/NCNMLG 2011

  2. Background “Teaching skills in medical information retrieval to medical students. “ Journal of Medical Education 1986 61(11):906-10. “A strategy for curriculum integration of information skills instruction.” Bulletin of the Medical Library Association. 1989 77(3):245-51. MLGSCA/NCNMLG 2011

  3. Background MLGSCA/NCNMLG 2011

  4. Background • MED 603: Clinical Problem-Solving (CPS) • Applying self-directed investigative and group discussion techniques to acquire foundational knowledge about the diagnosis and management of common medical problems. • Main environment for instruction in information management. MLGSCA/NCNMLG 2011

  5. Background • Clinical Problem Solving Format • Small group structure • Problem Based Learning (PBL) • Student charged with information seeking • Facilitators direct process through successive disclosure MLGSCA/NCNMLG 2011

  6. Background Page 3 PHYSICAL EXAMINATION Moderately obese Caucasian gentleman in no distress. Weight = 175 lbs. Height = 5’8” B.P. = 225/120 right arm = 215/115 left arm Pulse = 80 and regular Respiration = 14 HEENT: Funduscopic- increased arteriolar light reflex, AV nicking. No papilledema. Cardiovascular: Jugular venous pressure normal. No carotid bruits. S4 gallop with normal S1 and S2 on cardiac exam without a murmur. Bruit heard over right flank and over both femoral arteries. Dorsalis pedis and posterior tibial pulses were 1+ in magnitude (on a scale of 1-4, 2+ being normal.) Brachial and femoral pulses were 2+ and equal, without femoral delay. Chest: Lungs were clear to auscultation and percussion. The remainder of the physical examination was within normal limits. MLGSCA/NCNMLG 2011

  7. Background MLGSCA/NCNMLG 2011

  8. Background • Librarian would visit each group in rotation • Meeting room equipped with laptop and projector • Use cases as foundation for ‘teachable moments’ MLGSCA/NCNMLG 2011

  9. New Landscape MLGSCA/NCNMLG 2011

  10. Impetus for Change • In-person interventions led to uneven training • Some facilitators wanted less disruption of flow MLGSCA/NCNMLG 2011

  11. Transition to new mode • Switch to chat interventions MLGSCA/NCNMLG 2011

  12. Shortcomings of Teaching through Text MLGSCA/NCNMLG 2011

  13. Implementation MLGSCA/NCNMLG 2011

  14. Implementation MLGSCA/NCNMLG 2011

  15. Implementation MLGSCA/NCNMLG 2011

  16. Implementation MLGSCA/NCNMLG 2011

  17. Transition to newer mode • Began to incorporate screencasting into chat • Picture (or video) worth 1000 words MLGSCA/NCNMLG 2011

  18. Revised Implementation MLGSCA/NCNMLG 2011

  19. Revised Implementation • Using Jing for real-time intervention What librarians see: video ; quick time video MLGSCA/NCNMLG 2011

  20. Revised Implementation • Using Jing for real-time intervention What the student sees: video MLGSCA/NCNMLG 2011

  21. Revised Implementation Using Jing with Canned Responses MLGSCA/NCNMLG 2011

  22. Future Directions MLGSCA/NCNMLG 2011

  23. Future Directions • Passed ‘proof of concept’ stage • Advantages: greater capacity to respond to educational needs • Disadvantages: requires motivated students and facilitators • Encourage facilitators to promote service • Encourage students to utilize service MLGSCA/NCNMLG 2011

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