Nicole Theis-MahonSarah Jane Brow nHealt h Sciences Lib rar ies, Un iversit y of M innesot a

Shake I t UpCreating an interactive, course correcting assignment in

Qualtrics

School of Dentistry, University of Minnesota

● 110 DDS students per class/year○ Largest predoctoral class in the

Upper Midwest● 4 year program, Y1- 2 foundational

and Y3- 4 clinic

● Standalone 1 credit course● Requirement for all DDS1 students● Didactic lecture (mostly)

○ Except hands- on library lab assignment

Evidence-Based Dentistry Course

Librarian Involvement

● Lecture: Finding evidence in dental literature● Library Lab Assignment (4 sessions/25- 30 students)

○ Clinical scenar io○ Focused question (PICO)○ Search strategy○ Evidence relevant to clinical scenar io

● Librar ian reviews and grades the Library Lab Assignment

Changes in the Curriculum

● New curr iculum introduced (fall 2016)○ Clinic exper ience ear lier , in year 1

● Evidence- based practice pr inciples ○ Integrated in some courses○ Additional hours added to EBD course

Ideas for Additional Hours

Second Library Assignment

● Course director approached the librar ian● Librar ian initially proposed:

○ Propose idea for a study (real- life question)○ Ask students reflective questions○ Exercise using CASP RCT checklist○ Interactive, have students work in groups

Challenges

● How to do this in a lecture hall with 110 students?● Reinforce searching skills and new skills

○ Remind students of PICO● How to introduce cr itical appraisal skills?

Second Library Assignment

Goals

● Build on previous searching assignment● Provide a course cor rection feature● Introduce pr inciples of assessing dental literature

(abstract attack)

Qualtrics

● University of Minnesota subscr iption● Suppor ts branching logic for course cor rection● User- fr iendly● Enhanced control over look and feel● Data collection and analysis tools allow for easy grading● Responsive design for tablet and mobile viewing

Best Practices

Overall structure and flow

● Consistent number ing and labelling of sections ● Disable back button

Task design

● Communicate content needed to accomplish the task● Hints and prompts to remind students of EBD

pr inciples

Branching Logic Example

Grading the Assignment

● Default repor t gives an overview of per formance● Qualtr ics repor ts

○ Expor ted to Excel ○ Easy grading due to format and rubr ic

Student Feedback

Three optional questions at the end

1. The information I learned today will be useful in my education, research, and/or practice

2. I learned something new with this assignment3. Anything you want to share to improve this assignment (open ended

question)

Student Feedback

Student Feedback

Student Feedback

Received 36 comments:

It r einforces information I know but it solidifies it in a very nice way to build confidence in searching ar ticles and getting what I want out of information.

I like how it shows the answer immediately after we respond. It helps reinforce abstract concepts.

I thought it was a very good assignment that made me think through the questions. I r eally liked the explanations for the cor rect answers.

Areas for Improvement

● Move name/email to beginning of assignment● Consider adding more case study examples● Increase font size, some students had difficulty

reading the text● Make it easier to find

○ Make sure that the link is posted in Canvas● Gather more assessment data

Thank you !

Questions?