1 / 53

One-Click Learning

One-Click Learning. Linda Watson, Health Sciences Libraries Gwen Halaas, Department of Family Medicine and Community Health; Rural Physician Associate Program Cindy Gruwell, Bio-Medical Library. Minnesota Rural Health Conference, Duluth July 18, 2006.

elsa
Download Presentation

One-Click Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. One-Click Learning Linda Watson, Health Sciences Libraries Gwen Halaas, Department of Family Medicine and Community Health; Rural Physician Associate Program Cindy Gruwell, Bio-Medical Library Minnesota Rural Health Conference, Duluth July 18, 2006

  2. One-Click Learning and Knowledge Management Linda Watson, MLS Director, Health Sciences Libraries University of Minnesota lwatson@umn.edu

  3. One-Click Learning • The Technology • The Learner • Knowledge Management • Teams of Experts (including librarians) • Challenges

  4. Technology “In rural America, appropriate use of ICT [Information and Communications Technology] can bridge distances by providing more immediate access to clinical knowledge, specialized expertise, and services not readily available in sparsely populated areas.” p147 “Elements of an ICT infrastructure for health care include electronic health records, clinical decision-support tools, and telehealth capabilities, with a focus on such areas as knowledge management, error reduction, and information acquisition.” p87 Quality Through Collaboration: The Future of Rural Health Care, Institute of Medicine (2005)

  5. Information and Technology Mission: collect, organize and disseminate the biomedical literature of the world in order to advance the medical and related sciences and to improve the health of the public.

  6. Knowledge Explosion

  7. Imagine…..2025 “…we are entering a world in which a worldwide Internet based system of knowledge provided in real time and mediated by expert systems exploring massive databases will be useful tools for healthcare and research.” “Learning resources will be online, 24-7 and pulled forward on demand by the professional who needs it. An integrated model of learning will support all professionals and include an ascending series of complexities in language so individuals and their families can use the basic level while very sophisticated advanced specialists us the most complex layer… These resources will also be accessible over the network for use in K-12 education…[This] will prepare consumers to be active participants in decisions about their care and prepare people coming into health education programs for more effective approaches to learning.” Visions of the National Library of Medicine in 20259/29/2005

  8. Web 1.0  Web 2.0 “social computing” Source: What Is Web 2.0 - Tim O'Reilly, modified Web 2.0 in Medicine, V. Dimov, MD, May 18, 2006. Link to ClinicalCases.org

  9. Web 2.0 in Medicine, V. Dimov, MD, May 18, 2006. Link to ClinicalCases.org

  10. Learner Trends • Recognition of unique learning styles / preferences; personalization • Generational differences • digital natives and digital immigrants • Diverse and non-traditional students • Students in clinical rotations remote from campus • Knowledge management and information literacy (not just computer literacy) • Competency based learning (performance) • Interdisciplinary / Multidisciplinary • Life-long learning (different stages of expertise)

  11. Adapted from Jay Cross: Workflow Institute Learner Lifecycle Formal Learning (push) Informal Learning (pull) Novice Expert Class Course Teacher Test / Grades Curriculum Listening Discovery Trial and error Collaborating Instructions Asking Skimming Conversing Networking Coaching / Teaching Observing Comparing Reflecting

  12. Knowledge Management “Creating, identifying and capturing knowledge; distributing the right knowledge to the right people at the right time; and putting that information into action in ways that improve individual and community health.” Requires infrastructure comprised of the following building blocks: • expertise • technology tools and systems • access and connectivity • continuous learning and improvement University of Minnesota Academic Health Center Knowledge Management Technology Task Force Report, May 5, 2006

  13. Envisioning a Learning Environment Learning Objects Learning Activities Lectures, images, virtual patients, molecular models, books, journal articles, patient education, practice tests…. Classes, assignments, journal club, research experience, studying, presentations, practicing skills…. Learning Environment Learning Methods Learning Places Lecture, pbl, lab, patient contact, simulation, vr, podcasts, collecting & analyzing data, conversations… Classroom, lecture hall, hospitals, clinics, community, library, home, coffee shop, hallways, transportation (commuting)…. Learning Participants Learning Assessment Students, clinicians, scientists, librarians, patients & families, staff, each other…. Tests, portfolios, observation, feedback….

  14. Librarians on Development Teams • Information organization, dissemination, and archiving expertise • Content from licensed resources (online books, journals, images, databases) • Local content (ie training modules on information management) • Development/deployment of tools for information customization (Blogs, wikis, RSS feeds, podcasts) • Training of faculty and students to maximize use of the knowledge repository “Never underestimate the importance of a librarian.”

  15. www.biomed.lib.umn.edu

  16. Library Examples • Teach a variety of classes (both stand-alone and in the curriculum) in the AHC schools and the community • Expertise – Morning Report, linking clinicians with information when they need it Basics of Database Searching; Tools to Organize Online Research; PDAs; Powerpoint; Blogs; Google Scholar; more….

  17. Library Examples • Linking national information resources with local resources (My Health Minnesota Go Local) COMING: December 2006!

  18. Challenges • Understanding individual user preferences and information-seeking behaviors (an anthropological approach) • Filtering the right kind of information to the learner or decision-maker and presenting it in the most effective way • Integrating “just-in-time” learning in the clinical environment; into the workflow • How to provide knowledge access to ALL • the hospitals and clinics where students train • students and their mentors in community preceptorships • Patients and families; the community Consider Librarians as Your Partners in this Process!

  19. Thank You

  20. One-Click Learning Gwen Wagstrom Halaas, M.D., M.B.A. Director, Rural Physician Associate Program, University of Minnesota halaa@umn.edu

  21. Rural Physician Associate Program • Established in 1971 • 1127 student graduates, 892 in practice • Of 575 graduates practicing in Minnesota • 63% practice in a rural community • 82% practice in family medicine • 89% in primary care

  22. RPAP Online Curriculum • Modules • Self-assessment • Discussion of module questions • Interesting stories • Quick links • Photo album • Assignments/ evaluations

  23. WebVISTA Course

  24. RPAP Online Modules • Rural health and health care systems • Evidence-based medicine • Managing health care • Community health assessment • End of life care

  25. RPAP Modules

  26. Rural Overview

  27. Rural Health

  28. Discussion Questions

  29. Rural Health Systems

  30. Rural Health Systems

  31. Evidence Based Medicine

  32. Evidence Based Medicine

  33. Assignments

  34. Discussion Questions

  35. Managing Health Care

  36. Managing Health Care

  37. Community Health Assessment

  38. Community Health Assessment

  39. End of Life Care

  40. End of Life Care

  41. Self Quiz

  42. Successes • Learning about topics • Engaging with community health contacts • Enjoyable and educational discussion

  43. Challenges • Time – for students and RPAP faculty • Making changes • Engaging community faculty

  44. Thank you

  45. One Click LearningLibrary Resources at Point of Need Cindy Gruwell, M.L.S. Librarian and Coordinator of Instruction, Bio-Medical Library, University of Minnesota gruwell@umn.edu

  46. One Click Leaning • Resources at a distance • Student and preceptor support • Access to information resources and tools

  47. Resources at a Distance • RPAP student orientation – library presentation • Print – “Guide to Advanced Resources for Evidence Based Practice” • Web Based sites • RPAP CourseLib Resource Page • Resources for Preceptors

  48. Student and Preceptor Support • Consultations • In person • By phone • Email support • Searches • Search technique videos • Detailed answers to specific questions

  49. Access to Information Resources and Tools • Web based tutorial • Customized resource pages • Remote access to multiple databases

  50. Successes • Enhanced Evidence Based Practice tutorial • Online Presentation: RPAP – Evidence Based Practice • Personalized course related web pages • CourseLib: Rural Physician Associate Program (RPAP) • Evidence Based Practice Resources • Resources for Preceptors • Resources for Clinicians • Extensive consultations by email

More Related