Post on 07-Aug-2015
transcript
Scaffolding Student Research:
Collaborating with Public Health Faculty on Embedded Instruction
John PellHunter College
Libraries
INTRODUCTION
• Library Research Assignment– 10% of the course grade– Two optional instruction sessions– Provides introduction to systematic
searching following Cochrane methods1,2
INTRODUCTION
• Library Assignment Evaluation Criteria:1. Identification of a Review Article
2. Research Question
3. Search Strategy Description
4. Query
5. Inclusion/Exclusion Criteria
6. Thesis
7. Written Summary
RESEARCH QUESTIONS
• Are library research assignment grades correlated with other individual assignment grades?
RESEARCH QUESTIONS
• Is attendance at library instruction sessions associated with better individual assignment grades?
RESEARCH QUESTIONS
• What assignment characteristics are associated with attendance at instruction sessions?
METHODS
• Collected grades and Attendance for all students (n = 68) from all Instructors.
• SPSS for Pearson Correlation and Cross-tabs* Defined “higher grade” as above the
median.
RESULTS
• Library research assignment grades are substantially3 (r = .534) and significantly (p<.01) correlated to Public Health Brief individual assignment grades.
RESULTS
• Attending both library instruction sessions is significantly associated with a higher library assignment grade (p<.01).
RESULTS
• Attending both library instruction sessions is significantly associated with a higher Public Health Brief individual assignment grade (p<.01).
RESULTS
• Attending both library instruction sessions is significantly associated with having both a higher Library Assignment grade and a higher Public Health Brief individual assignment grade (p<.01).
RESULTS
• Assignment characteristics significantly associated with instruction session attendance: + Correct identification of a literature review
[67.4% (n = 29/14) of students attending both sessions (p = 0.005)]
RESULTS
• Assignment characteristics significantly associated with instruction session attendance: + Clear statements of inclusion and exclusion
criteria that don’t confuse manual and automated search processes [62.8% (n=27/16) of students attending both sessions (p = 0.01)]
RESULTS
• Assignment characteristics significantly associated with instruction session attendance: + Accurate summary of primary sources and
correct use of AMA citation style [58.1% (n=25/18) of students attending both sessions (p = 0.03)]
RESULTS
• Assignment characteristics associated with instruction session attendance: + Better, PICOT structured research
questions [74.4% (n=32/11) of students attending both sessions (p = 0.06)]
RESULTS
• Assignment characteristics associated with instruction session attendance: + Use of controlled vocabulary and Boolean
logic [58.1% (n = 25/18) of students attending both sessions, compare to 36% (n = 9/16) of students who missed a session (p = 0.07)]
RESULTS
• Assignment characteristics associated with instruction session attendance: + Coherent description of search strategy
[41.9% (n = 18/25) of students attending both sessions, compare to 20% (n = 5/20 of students who missed a session (p = 0.06)]
RESULTS
• Assignment characteristics not associated with instruction session attendance: + Statement of a thesis
DISCUSSION
• Future directions?– No search strategy descriptions– Less systematic search strategies– Fully online instruction– Student focus group
REFERENCES
1. Pell J. PH 755: Urban Health and Society Library Research Assignment. Hunter College Libraries. May 2015. http://libguides.library.hunter.cuny.edu/ph755. Accessed May 8, 2015.
2. Higgins J, Green S, eds. Cochrane Handbook for Systematic Reviews of Interventions. Vol Version 5.1.0. The Cochrane Collaboration; 2011. www.cochrane-handbook.org.
3. CPH SPKS, MPH EKP. Munro’s Statistical Methods for Health Care Research. Vol Sixth, Revised Reprint edition. Philadelphia: LWW; 2012.