Initial feedback on a cross cohort evaluation of an online self-paced information skills programme in three second year health sciences programmes at the Unviersity of Otago: Medicine, Pharmacy and Physiotherapy. Presented at Spotlight on Teaching 2013, University of Otago.

1. Developing Health Sciences
students’ information skills
through online
self-paced learning
Sarah Gallagher & Trish Leishman
University of Otago Health Sciences Library

2. What is it?
• StudySmart is an online information skills
course designed by the Health Sciences
Library staff embedded in a LMS
• It is designed to orient students’ to
resources and services available through
the Health Sciences Library

3. Why is it relevant?
• Timed to help students develop skills
required for their assignments
• Designed to help students develop skills
for lifelong learning
• Meets Information literacy requirements
of the University’s Graduate Attributes

4. Background
• Replaced a series of 4 x 2hr labs in ELM2 from
2012
• Replaced a series of 4 x 2hr labs in PHCY &
PHTY in 2013
• DENT = new collaboration
• Reasons for moving online:
–increase in student numbers
–Library teaching was asynchronous with
curriculum

5. How we did it
• Approached course convenors, relevant
lecturers/academics
• Presented to undergraduate committees for 2nd
year students
• Results of 2012 pilot provided evidential basis
• Chose appropriate course topics in
collaboration with the lecturers from a pool of
resources we had developed
• Discussed assessment and terms requirements

6. How does it work?
• Course is open for an agreed period of time
• Students do it in self-directed learning time
• (4-6) topics
• (4-6) quizzes
–Pass the quizzes by 80% to progress to
next topic (you can attempt the quiz as
often as you like)
–Complete the evaluation

7. EXAMPLE: Topic (Moodle)

8. EXAMPLE: Task (Blackboard)
Instructions &
resources
Video

9. Publicity
• StudySmart introduced to classes early
in Semester 1 as part of a shared lecture
• Announcements on Moodle/Blackboard
• Promoted via plasma screens, posters
Subject Guides, lecturers
• Email students who haven’t completed to
remind them about ‘terms requirement’

10. Evaluation
• Students were asked to complete an
online evaluation form
• Likert Scale to measure the student’s
perceived increase in knowledge and
understanding of the topic
• General feedback identifying the most
valuable and least valuable aspects of
the course

11. Cohort Assessment N students
partial
completion
N students
completion
% students
completion
N students
evaluation
% students
evaluation
2013 ELM2 Terms
requirement
n=285/28
6
n=273/286 95 n=86/286 30
2013 PHCY Workshop n=5/155 n=145/155 93 n=93/155 60
2013 PHTY Terms
requirement
n= 0/105 n=97/105 92 n=70/105 66
Table: mode of assessment, numbers of students completion
rate of the course, and numbers of students completion of
the evaluation
Cohorts evaluated

12. Graph: Students’ own perceived increase in knowledge and
understanding of the topic
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
1 2 3 4 5
Responses
"Scale: 1= no gain 5= great gain"
Combined responses across Topic 4
PHTY
PHCY
ELM2

13. 0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Content Format Library
Resources &
Services
Research skills Time Prior
knowledge
No Theme Negative /
Positive
Numberofrespondentsacrossthreecohorts
Thematic analysis of qualitative feedback
Most valuable Least valuable

14. Source: Tulane Public Relations
Some thoughts about StudySmart
“Showing us how to use the
databases is a VERY good idea I
believe as this is an important
skill, especially for the lifelong
learning in medicine and being
able to access respected
journals readily.”

15. Source: University of Otago
Some thoughts about StudySmart
“It was easy to follow, didn't take
too long to do, exposed me to
different search strategies that I
wasn't aware of through the
library website.”

16. Source: University of Otago
“I have never had to cite
anything in a research
sense, and was not fully
aware of copyright laws.
This was really helpful to
show me why and
when I need to cite and then
how also to do this.”
Some thoughts about StudySmart

17. Source: University of Otago
“Very well
organised, covers
everything, makes
you feel
welcomed to ask
for help if need
be, medical library
is a cosy
library, was nice to
have so much
time to complete
studysmart.”
Some thoughts about StudySmart

18. Some thoughts about StudySmart
“Already had previous
experience using the
library so didn’t find that
this tool was useful for
myself however if I had
never used the library I
believe that it would be of
great assistance.”

19. Source: University of Otago
Some thoughts about StudySmart
“How long the videos were.
Couldn't pay attention.”

20. Source: University of Nottingham
Some thoughts about StudySmart
“Being an
online, compulsory course
made the StudySmart
program feel like a chore. I
think the information you
were trying to get across
is valuable, but this was
not a constructive way to
teach it.”

21. Some thoughts about StudySmart
“I didn't really find the
hierarchies of evidence
to be as useful as the
other topics.”

22. Critical factors
• Academic support for compulsory / terms
requirement to ensure student buy-in
• Cohorts need examples that are relevant to
them in the tasks
• Needs to be relevant and tied to in course
assessment (eg essay / report)
• Recognition that some students have prior
knowledge & the course may be a refresher
only for some

23. 2014+
• Make adjustments to the course based on
student and staff feedback
• Continue with current cohorts
• Introduce StudySmart to the remaining health
science courses eg Oral Health
• Approach biomedical sciences (non- professional
courses)
• Alternate content types eg summary document
• More analysis! PG v HSFY, cohort v cohort, pilot v
ELM2

24. Thank you!
Sarah Gallagher
Trish Leishman
We’d like to acknowledge our colleagues:
Richard German, Sue Weddell, Judy Fisher, Dr Phil
Blyth & Dr Tony Barrett