Pod save you: assisting the transition to audio-based asynchronous learning

Abstract

Background: In 2017, an academic health sciences library in Utah developed a multimedia studio for students, faculty, and academic staff. Educational projects needing video, audio, and lecture capture could utilize a one-button studio for recording video sessions, microphones for audio, and various screen capture software for lectures. Since the pandemic, this service has seen rapid growth due to academic lectures going exclusively online. In response, the library launched a dedicated podcasting suite to accommodate the increase in students and faculty needing to record lectures or podcasts for others in the medical profession.Description: This article will outline the process of creating the podcasting suite and provide equipment rosters and methods other libraries may consider for establishing their own studio. Administrating duties of the studio will also be included, such as handling reservations and user assessment. An instructional guide for users is also included to assist patrons in accomplishing their podcast creations. Conclusion: Podcasts created in the space range from topics about teaching strategies in medicine to diagnoses and treatments of skin disorders. A podcasting suite is another way libraries can provide valuable services for asynchronous learning and student projects. Students, staff, and faculty have appreciated the ease of the service and the support behind it. A feedback loop was developed to further improve the space to meet the needs of users.

Health sciences librarian research and instruction services in pandemic information environments

“…Several studies highlight the important role of academic health sciences librarians in providing COVID-related information during the earlier days of the pandemic, such as collaborating with health care providers to collate relevant resources, curating up-to-date COVID-19 guides, and offering reference support to answer questions about treatments, precautions, and vaccines ( Charbonneau & Vardell, 2022 ; Clifton et al, 2021 ; Yu & Mani, 2020 ). A few studies explored the impact of COVID-19 specifically on academic health sciences library instruction services, focusing on the shift to online instruction ( Hickner et al, 2021 ; Patterson & Hull, 2021 ; Shin et al, 2021 ). While these examples from the extant literature largely describe how either an individual library or a group of regional academic libraries provided services during the COVID-19 pandemic ( Gotschall et al, 2021 ; Howes et al, 2021 ; Koos et al, 2021 ; Lindsay et al, 2021 ; Mazure et al, 2021 ; Sullo & Brody, 2021 ), more research is needed to specifically document how academic health sciences librarians nationwide across the United States (U.S.) adapted research support and instruction services for their respective communities during this time of crises.…”

“…Additional instructional changes have been reported as case studies, including librarians at Cornell Medical College who redesigned first-year medical student library orientation sessions to be held via Zoom rather than in person, modifying their treasure hunt format to the virtual setting ( Hickner et al, 2021 ). Patterson and Hull (2021) at the University of Utah expanded their multimedia studio to include a podcasting suite designed to assist faculty who are transitioning to audio-based asynchronous learning.…”