#cleverlibrarians #happyDVMs #happyDPMs: Amusement and motivation through scheduling and sketches

Cerne, D., Sannino, L., & Petean, M. (2015). A randomised controlled trial examining the effectiveness of cartoons as a distraction technique. Nursing Children and Young People, 27(3), 28-33.

Karnik, M., Printz, B., & Finkel, J. (2014). A hospital's contemporary art collection: Effects on patient mood, stress, somfort, and expectations. Health Environments Research & Design Journal, 7(3), 60-77.

Lotts, M., & Maharjan, T. (2018). Outreach, engagement, learning, and fun in 60 seconds: Button making at the Rutgers University Libraries. College & Research Libraries News, 79(7/8), 364-379.

The Association Between Myers-Briggs Personality Type and Plagiarism in Health Professions Students

References:

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Acknowledgments

            Many individuals must be acknowledgment for their guidance and support provided me on my thesis journey. First, I would like to thank my Thesis Chair, Dr. Denise Schilling. Without her support and determination to see me succeed I would not have completed this thesis. I would like to thank my other committee members, Dr. Rodney Hicks, my plagiarism content expert, and Bryan Solis, my Myers-Briggs plagiarism expert. I need to thank the entire faculty who helped me with the statistics in this thesis: Dr. Fanglong Dang, Dr. Harshavardhan Deoghare, Dr. Donna Redman-Bentley, and Dr. Neil Patel. I would like to thank the faculty in the Department of Health Sciences, who supported me throughout the process: Dr. Gail Grayson, Jeanine Mann, and Jill Ferreira. I would also like to thank the individuals who helped me throughout the writing process: Dr. Hector Arroyo for his guidance in the writing process, and Rudy Barreras and Kelli Hines for assistance with EndNote. I would like to that Dr. Katherine Staab for allowing me to take time off work to complete this project. I would like to thank my husband and family, who have been unbelievable supportive of me throughout this journey. Thank you for understanding the time commitment required to complete this program! Finally, I would like to acknowledge my mentor, Dr. David Sellen. Without his encouragement and support, I would have never enrolled in the Master of Science in Health Sciences program. I hope I have made you proud with this thesis!

Coloring Books and Stress Relief

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Assessment in Action References - ACRL ALA 2014 Conference

Flip or Flop?  Flipped vs. Didactic Instruction for Evidence-Based Eye Care

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Clinical Scenario

You have been providing eye care for a 75 year-old Caucasian female for the past 10 years. During her annual dilated fundus examination you notice an increase in the number of drusen and some mottling of the macular pigment. When you share your findings your patient asks whether anything can be done to improve her eye health. She remembers that her mother went blind later in life and she tells you that her sister has been “bugging” her to take vitamins. She wants to know if vitamins can really help her eyes?

Abstract

Librarians collaborating with faculty to develop and deliver an Evidence-Based Eye Care Course

Librarians at the Harriet K. & Philip Pumerantz Library at Western University of Health Sciences worked with the Dean of the College of Optometry to develop and teach a course on Evidence Based Practice (EBP) for third year optometry students. Librarians taught sections on EBP, EBP resources, health literacy, and staying current with the literature. These sections were taught didactically utilizing TurningPoint™ clicker technology to assess initial understanding by providing appropriately structured PICO statements using a multiple choice question format, thereby permitting the students to pick the “best” PICO statement. The instructor created assignments that would assess the students’ ability to apply EBP and the students’ long term ability to apply EBP concepts. While using TurningPoint™ clicker technology, it appeared that librarians were effective in teaching EBP when evaluating students immediately after the lecture. However, students were not able to apply EBP concepts effectively if structured PICO answers were not provided. This could be due to the fact that the concepts taught were not being effectively assessed by the assignments. Librarians concluded that they were able to effectively teach EBP concepts to students using a structured answer format. However, when students were asked to apply concepts without that structured answer format, they were unable to do so effectively. As a result, librarians see the need to work with the instructor to further refine and assess the instruction and assignments.

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