2 Module 1: ABC of teaching Authors Polish Team: Barbara Niedźwiedzka (Information Studies Department, Institute of Public Health, Jagiellonian University Medical College, Kraków) Jolanta Cieśla, Ewa Czarnik, Ireneusz Korfel, Małgorzata Marcjan, Małgorzata Sieradzka-Fleituch, Lucjan Stalmach, Marcin Stasiak, Urszula Zdeb (Medical Library, Jagiellonian University Medical College, Kraków) Norwegian Team: Irene Hunsk˚ar (Haraldsplass Deaconess University College, Library and Betanien Deaconal University College, Library, Bergen) Randi Bolstad, Regina K¨ufner Lein (Bergen University Library, Medical Library) Hege Sletsjøe (Norwegian Directorate of Health, Library, Oslo) Anne Stenhammer, Karin Bakkemo (Buskerud University College Library, Drammen) Frøydis Løken (Buskerud University College Library, Kongsberg) Main Reviewers Wanda Pindlowa (Institute of Information and Library Science, Jagiellonian University, Kraków) Therese Skagen (Library of Medicine and Health Sciences at University of Oslo, Oslo) English Correction: Maja Nowak-Bończa Desktop publishing, proofreading and cover design: Wydawnictwo EJB Project Partners Institutions Jagiellonian University Medical College, 30-688 Kraków, ul. Św. Anny 12, Poland, http://www.cm-uj.krakow.pl/ Norwegian Library Association, Section for Medicine and Health, http://www.smh.no/ Wydawnictwo EJB: http://wejb.pl ISBN 978-83-88519-44-4 Kraków, 2010 This handbook is a result of the Project: “Become a competent teacher of information skills a professional development program for medical librarians. The joint project between medical librarians in Poland and Norway” (the acronym) (the acronym undertaken in cooperation by following institutions: Medical Library, JUMC, the Information Studies Department, Institute of Public Health JUMC and Norwegian Library Association, Section for Medicine and Health. This project was completed with the support granted by Iceland, Liechtenstein and Norway by means of co-financing from the European Economic Area Financial Mechanism and the Norwegian Financial Mechanism as part of the Scholarship and Training Fund. Project Manager: Anna Uryga (Medical Library, Jagiellonian University Medical College, Kraków) The MedLibTrain project team takes full responsibility for the content of this publication. Contents From the editors 7 1 ABC of teaching 9 1.1 Educational needs analysis 11 1.1.1 The aim of assessing educational needs . .......... 12 1.1.2 Carryingoutaneedsassessment . ........ 12 1.1.3 Research tools used in the educational needs assessment .............. 15 1.1.4 Analysisoftheresults. ......... 19 1.1.5 Limitationsanderrors . ......... 20 1.2 Designing and conducting library courses 23 1.2.1 Preparing the educational program . ......... 25 1.2.1.1 Definingeducationalgoals . 26 1.2.1.2 Selection of educational content . ........ 29 1.2.1.3 Choosing appropriate teaching methods . ......... 30 1.2.1.4 Selection of teaching resources and teaching aids . ............ 35 1.2.2 Organizationofthetraining . ......... 36 1.3 Methods of evaluation 39 1.3.1 Generalissues ................................. ...... 39 1.3.2 Theobjectivesoftheevaluation . .......... 40 1.3.3 Evaluationasaprocess . ........ 41 1.3.4 Measurementtools. ....... 45 1.3.5 Usingtechnologyinevaluation. .......... 48 1.3.6 Evaluation of the results report . ........... 49 1.4 Good teacher profile 52 1.4.1 Typesofteachers... .. ... .. ... ... .. ... .. ... .. ... ....... 53 1.4.2 Environment/space. ........ 55 1.4.3 Artofspeaking................................. ...... 58 1.4.4 Bodylanguage ..................................... 61 1.5 Developing teaching materials 65 1.5.1 How can good teaching material be prepared? . ......... 65 1.5.2 Common types of teaching materials . ........... 67 1.5.2.1 Types of electronic documents used in teaching . .......... 67 1.5.2.2 Internetpublishingtechniques . ....... 71 1.5.2.3 Adapting the form of teaching material to the content of the course . 71 1.5.3 Overview of the tools for creating content . .............. 72 3 4 Module 1: ABC of teaching 1.5.3.1 Texteditors .................................. 72 1.5.3.2 Tools for creating multimedia presentations . ............ 73 1.5.3.3 The tools to create webcast, screencast, podcast . ........... 73 1.5.3.4 Tools for creating tests and quizzes . ........ 74 1.6 IT and technical equipment used in teaching 76 1.6.1 Learningmanagementsystems . ........ 79 1.6.2 WebConferencing .. ... .. ... ... .. ... .. ... .. ... ... ...... 80 1.6.3 Web2.0asalearningplace . ....... 83 1.6.4 Supporting remote users with IT tools . ............ 83 2 Information sources and searching 87 2.1 Medical and health concepts, terminology... 89 2.1.1 Generalissues ................................. ...... 90 2.1.2 Controlled vocabulary definitions, functions, standards............... 95 2.1.3 Subjectheadings.................................. 96 2.1.3.1 Typesofsubjectheadings. 96 2.1.3.2 Relationshipbetweenconcepts . ....... 97 2.1.4 Therulesofindexing ... .. ... ... .. ... .. ... .. ... ... ...... 98 2.1.4.1 Text analysis and the choice of headings . ....... 98 2.1.4.2 Comparison of MeSH and Emtree the most popular subject headings . 104 2.2 Databases and searching 107 2.2.1 Databasetypesknowyourresources. .........108 2.2.2 Know the database’s content and scope . .........108 2.2.3 Know the database’s searching facilities . ............110 2.2.4 A list of selected medical and health related databases . .............119 2.3 Search engines, websites and web portals 127 2.3.1 Generalissues ................................. 128 2.3.2 Portals and other medical websites . .........128 2.3.3 Scientificsearchengines . ........131 2.3.4 Popular Internet search engines and directories . ..............134 2.3.5 SemanticSearchEngines. ....... 137 2.3.6 Internetdirectories. .........138 2.3.7 InvisibleWeb................................... 140 2.3.8 Criteria and tools used in evaluating web sites . ..............140 2.4 Keeping up to date with the medical knowledge 146 2.4.1 Mostpopularmedicaljournalsonline . ...........147 2.4.2 Usefulmedicalwebpages . 149 2.4.3 Sourcesofpopularscience . .........150 2.4.4 Modern approach to self-education . .........151 2.4.5 Coursesforlibrarians . ........153 2.4.6 Forums, newsletters, discussion lists (listservs) . ..................155 2.4.7 Finalremarks .................................. 155 3 Evidence based health care 159 3.1 Principles of evidence based health care 161 Contents 5 3.1.1 Generalissues ................................. 162 3.1.1.1 The components of evidence based health care . ....... 163 3.1.1.2 EBHC concept compared to information literacy . ..........164 3.1.1.3 EBHC a new topic for library users? . 165 3.1.2 EBHC for various recipients of library courses . .............165 3.1.2.1 Medicalandhealthpersonnel . 165 3.1.2.2 Healthpolicymakers . 166 3.1.2.3 Students ..................................... 166 3.1.2.4 Consumers................................... 167 3.1.3 Teaching the steps of evidence based health care . ............167 3.1.3.1 Problem and search question formulation . ........167 3.1.3.2 Literaturesearching . 167 3.1.3.3 Criticalappraisal. 168 3.1.4 LimitationsofEBHC. ....... 169 3.2 Research methods in health sciences 175 3.2.1 Maintypesofresearch . ....... 176 3.2.2 Inductive and deductive reasoning . .........177 3.2.3 Researchmethodsasatoolbox. ....... 178 3.2.3.1 Quantitative research methods . ....... 178 3.2.3.2 Qualitative research methods . ....... 180 3.2.4 Secondary or summarized research . .........182 3.2.5 Tertiaryresearch. ........182 3.2.6 Hierarchy of evidence and strength of research methods . .............183 3.3 Asking answerable questions 186 3.3.1 Generalissues ................................. 187 3.3.2 Question formulation and specification . .............187 3.3.2.1 Background and foreground questions . 187 3.3.2.2 PICO and other question formulation tools . .........188 3.3.2.3 Core clinical questions and corresponding research designs . 190 3.3.3 Searching literature for evidence based health care . ...............192 3.3.3.1 TheS-Model ................................... 193 3.4 Critical appraisal and quality assessment tools 198 3.4.1 Generalevaluation. ........199 3.4.2 Critical appraisal of research with the use of checklists................202 3.4.3 Finalremarks.................................. 208 4 Publishing 211 4.1 Scientific publishing and open access 213 4.1.1 Beginningsofscientificjournals . ..........214 4.1.2 Scientific journals published after the II World War . ...............215 4.1.3 Qualityofscientificjournals . ...........216 4.1.4 OpenAccess(OA) ................................ 219 4.1.5 Selected directories of OA scientific journals and repositories . 224 4.1.6 Scientific publishing where are we heading? . .........225 4.2 Publication types, structure of scientific publications. 230 4.2.1 Publicationtypes ............................... 230 4.2.2 The Structure of scientific publications . .............233 6 Module 1: ABC of teaching 4.2.3 Editorial requirements, instructions for authors . ................234 4.2.4 Guidelines for health research reporting . .............238 4.2.5 Tools for bibliographic management . ........238 4.3 Copyright — introduction and international framework 242 4.3.1 Copyrightdefinition. 243 4.3.2 Rightsprotected ................................ 243 4.3.3 CreativeCommons .. ... .. ... ... .. ... .. ... .. ... ... 245 4.3.4 International conventions and regulations . ...............246 4.3.5 Subscriptions and consortia