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An Online Self-Paced Faculty Development Program in Information Literacy
Brenda Stutsky RN, MScN, EdS, PhDJudith Littleford MD, BSc, FRCPCTania Gottschalk BA, Med, MSc
Overview
In this presentation I will:• Provide an overview of the project background• Use an instructional design framework to illustrate
project steps• Outline a few development tips
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Our Development Team
Judith Littleford Tania GottschalkBrenda Stutsky
Librarians: Carol Cooke, Orvie Dingwall, Mê-Linh Lê, Hal Loewen, Janet Rothney, Daisy Santos, Sherri Vokey, and Andrea Szwajcer
Winnipeg, Manitoba, Canada
Two Campuses
Disclosure/Funding
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• $17,000.00• Royal College of
Physicians and Surgeons of Canada
• University of Manitoba, Department of Anaesthesia
• Faculty of Medicine Dean’s Office
Information Literacy (IL)
• Means - Healthcare practitioners are able to use available tools to approach the literature in an organized and efficient manner, including the ability to locate, evaluate, and use information effectively to accomplish a specific purpose (Association of College and Research Libraries [ACRL] 2004).
• IL skills are:• an essential component of evidence-informed
clinical care and scholarly work• are foundational to continuing professional
development (CPD) and lifelong learning
Instructional Problem
• General lack of IL skills• Students:
• influences information-seeking behaviours
• Faculty:• Physical library Instant access
Overwhelming• student guidance
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http://office.microsoft.com/en-ca/images/results.aspx?qu=speed&ex=1&AxInstalled=copy&Download=MC900431561&ext=PNG&c=0#ai:MP900448291|
Learner Characteristics
• Health sciences students, faculty, and practitioners
• Mixture of: • learning
preferences• computer literacy
skills• healthcare
knowledge & experiences
• busy work & school schedules
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Task Analysis
• Literature review• Faculty/student survey• Information literacy
competencies
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Instructional Objectives
• Terminal objectives • Instructional objectives
for 9 modules
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Content Sequencing
1. Getting Started
2. Quick Questions Need Quick Answers
3. Going Mobile at Point of Care
4. Practice Changing Literature
5. Monitoring the Literature
6. Monitoring the Literature: Mobile
7. Complex Clinical Research Questions
8. Organizing and Managing Articles
9. Preparing Presentations and Course Materials
Strategies/Designing the Message
• Self-directed/self-paced• Time limitations of
learners major consideration
• Segment into 3-5 min. screencasts to reduce cognitive load
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Development of Instruction
• Camtasia Studio 7 to produce screencasts• University’s video production studio• Desire2Learn• University toolkit
Evaluation
• Summative evaluation for learners wishing to obtain CPD credit
• Program evaluation to be completed
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Development Tips
1. Ensure Support from Your Leadership Team2. Secure Funding for Equipment and Training3. Empower the Development Team4. Insist on Storyboards5. Design for All Learners
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