Norming a VALUE rubric to assess graduate information literacy skills

Turbow, David; Evener, Julie

doi:10.5195/jmla.2016.13

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…Numerous assessments have been published that evaluate skills in information literacy and evidence-based medicine [17,18]; however these are beyond the scope of this assignment or require time and resources not available in this study. Turnbow and Evener [19] reported using a modified version of the Valid Assessment of Learning in Undergraduate Education (VALUE) rubric to assess information literacy skills of graduate health sciences students. Utilization of a similar rubric minimized the grading burden on the instructor while still providing feedback to the students, an essential component of SDL [4,17,18,20].…”

Section: Discussionmentioning

confidence: 99%

Implementation and evaluation of a self-directed learning activity for first-year medical students

Hill

Peters

Salvaggio

et al. 2020

Medical Education Online

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Background: It is critical that medical students develop self-directed, lifelong learning skills to navigate medical school successfully and to become competent healthcare professionals. Moreover, the Liaison Committee on Medical Education (LCME), the USA medical school accrediting body, requires activities designed to help students develop self-directed learning (SDL) skills in the preclinical years. Objective: We evaluated the feasibility and effectiveness of a self-directed learning activity in a 6-week first-year medical student course. Design: The course director assigned infectious disease case studies to teams of first-year medical students who individually assessed their knowledge gaps of the case, identified scholarly sources to fill their knowledge gaps, shared the information with their teammates, and reflected on their ability to guide their own learning. Students were asked to rate workload, team effort, acquisition of new clinical knowledge, and lifelong learning skills. Students were also asked to reflect on how this assignment affected their perception of their SDL skills. Descriptive statistics were used to analyze responses to the Likert scale questions. Thematic analysis was applied to the comments. Results: Survey response rate was 80% (131/163). Students strongly or moderately agreed that 1) they spent an appropriate amount of time on the project (94%), 2) the workload was evenly distributed among their teammates (95%), 3) their teammates made significant and timely contributions to the project (97%), 4) the project contributed to learning new clinical knowledge (92%), and 5) the project contributed to the acquisition of lifelong learning skills (85%). The analysis team identified four themes from student reflections on their perception of their self-directed learning skills: self-learning skills, collaboration, application, and metacognition, Conclusions: Study results demonstrated that we successfully implemented a case-based SDL activity in a first-year medical school course and that students perceived the activity as a valuable learning experience.

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Section: Discussionmentioning

confidence: 99%

Implementation and evaluation of a self-directed learning activity for first-year medical students

Hill

Peters

Salvaggio

et al. 2020

Medical Education Online

View full text Add to dashboard Cite

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“…Another way to support relational connection when using feedback, including rubrics, is to narrate the feedback using voice; for instance, through the tools Voicethread or Flipgrid (Fox, 2017;Joiner & Patterson, 2019). Rubrics that provide detailed feedback about what is high-quality versus low-quality work can help speed the feedback process, as can peer review that uses feedback and rubrics (Turbow & Evener, 2016).…”

Section: Trauma-informed Instructional Practicesmentioning

confidence: 99%

Social Work Educators’ Opportunities During COVID-19: A Roadmap for Trauma-Informed Teaching During Crisis

Hitchcock¹,

Baez²,

Sage³

et al. 2021

Journal of Social Work Education

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The COVID-19 pandemic of 2020 resulted in major disruption for social work education, as many teachers and programs shifted from on-campus classes to remote or blended teaching using digital technologies. Social work educators have an opportunity to apply the lessons learned from the COVID-19 pandemic to meet the needs of students and communities in ways that are grounded in our professional values. Due to the pandemic, many students and faculty were learning and teaching via online education for the first time and managing personal and community trauma. The purpose of this article is to provide social work educators with a practical, theory-informed approach that supports an unexpected switch to crisis teaching in times of extended crisis, to maintain quality education, and move toward best practices gleaned from trauma-informed approaches. We describe theoretical frameworks that can inform educational practices and decision making in times of disruption. Then we offer trauma-informed teaching and learning principles and technology-mediated strategies for best practices in crisis course design and delivery. We share practical strategies for the delivery of social work education that are especially needed in times of disruption.

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Norming a VALUE rubric to assess graduate information literacy skills

Cited by 2 publications

References 3 publications

Implementation and evaluation of a self-directed learning activity for first-year medical students

Implementation and evaluation of a self-directed learning activity for first-year medical students

Social Work Educators’ Opportunities During COVID-19: A Roadmap for Trauma-Informed Teaching During Crisis

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