One-Click Learning
Linda Watson, Health Sciences Libraries
Gwen Halaas, Department of Family Medicine
and Community Health; Rural Physician Associate Program
Cindy Gruwell, Bio-Medical Library
Minnesota Rural Health Conference, Duluth
July 18, 2006
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One-Click Learning and
Knowledge Management
Linda Watson, MLS
Director, Health Sciences Libraries
University of Minnesota
lwatson@umn.edu
One-Click Learning
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The Technology
The Learner
Knowledge
Management
Teams of Experts
(including librarians)
Challenges
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Technology
“In rural America, appropriate use of ICT [Information and
Communications Technology] can bridge distances by providing
more immediate access to clinical knowledge, specialized expertise,
and services not readily available in sparsely populated areas.” p147
“Elements of an ICT infrastructure for health care include
electronic health records, clinical decision-support tools, and
telehealth capabilities, with a focus on such areas as knowledge
management, error reduction, and information acquisition.” p87
Quality Through Collaboration: The Future of Rural Health Care, Institute of Medicine (2005)
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Information and Technology
Mission: collect, organize and disseminate the biomedical
literature of the world in order to advance the medical and
related sciences and to improve the health of the public.
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Knowledge Explosion
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Imagine…..2025
“…we are entering a world in which a worldwide Internet based system of
knowledge provided in real time and mediated by expert systems
exploring massive databases will be useful tools for healthcare and
research.”
“Learning resources will be online, 24-7 and pulled forward on demand
by the professional who needs it. An integrated model of learning will
support all professionals and include an ascending series of complexities
in language so individuals and their families can use the basic level while
very sophisticated advanced specialists us the most complex layer…
These resources will also be accessible over the network for use in K-12
education…[This] will prepare consumers to be active participants in
decisions about their care and prepare people coming into health
education programs for more effective approaches to learning.”
Visions of the National Library of Medicine in 2025
9/29/2005
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Web 1.0  Web 2.0
“social computing”
Web 1.0 
Web 2.0
Portal, like Yahoo 
Search, like Google
Publishing (personal
websites) 
Participation (blogs,
comments)
Stickiness, stay on the
website 
Syndication, RSS, Podcast,
website follows you
Britannica Online 
Wikipedia
Directories, Favorites 
Tags - De.licio.us
Source: What Is Web 2.0 - Tim O'Reilly, modified
Web 2.0 in Medicine, V. Dimov, MD, May 18, 2006. Link to ClinicalCases.org
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Web 2.0 in Medicine, V. Dimov, MD, May 18, 2006. Link to ClinicalCases.org
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Learner Trends
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Recognition of unique learning styles / preferences;
personalization
Generational differences
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digital natives and digital immigrants
Diverse and non-traditional students
Students in clinical rotations remote from campus
Knowledge management and information literacy
(not just computer literacy)
Competency based learning (performance)
Interdisciplinary / Multidisciplinary
Life-long learning (different stages of expertise)
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Learner Lifecycle
Adapted from Jay
Cross: Workflow
Institute
Formal Learning (push)
Informal Learning (pull)
Novice
Expert
Class
Discovery
Conversing
Course
Trial and error
Networking
Teacher
Collaborating
Coaching / Teaching
Test / Grades
Instructions
Observing
Curriculum
Asking
Comparing
Listening
Skimming
Reflecting
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Knowledge Management
“Creating, identifying and capturing knowledge; distributing the
right knowledge to the right people at the right time; and putting
that information into action in ways that improve individual and
community health.”
Requires infrastructure comprised of the following building blocks:
 expertise
 technology tools and systems
 access and connectivity
 continuous learning and improvement
University of Minnesota Academic Health Center Knowledge Management Technology Task
Force Report, May 5, 2006
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Envisioning a Learning Environment
Learning Objects
Learning Activities
Lectures, images, virtual patients, molecular
models, books, journal articles, patient
education, practice tests….
Classes, assignments, journal club,
research experience, studying,
presentations, practicing skills….
Learning Environment
Learning Methods
Lecture, pbl, lab, patient contact,
simulation, vr, podcasts, collecting &
analyzing data, conversations…
Learning Participants
Students, clinicians, scientists, librarians,
patients & families, staff, each other….
Learning Places
Classroom, lecture hall, hospitals, clinics,
community, library, home, coffee shop,
hallways, transportation (commuting)….
Learning Assessment
Tests, portfolios, observation, feedback….
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Librarians on Development Teams
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Information organization,
dissemination, and archiving
expertise
Content from licensed resources
(online books, journals, images,
databases)
Local content (ie training modules on
information management)
Development/deployment of tools for
information customization (Blogs,
wikis, RSS feeds, podcasts)
Training of faculty and students to
maximize use of the knowledge
repository
“Never underestimate the
importance of a librarian.”
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www.biomed.lib.umn.edu
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Library Examples
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Teach a variety of
classes (both standalone and in the
curriculum) in the AHC
schools and the
community
Expertise – Morning
Report, linking
clinicians with
information when they
need it
Basics of Database Searching; Tools to
Organize Online Research; PDAs;
Powerpoint; Blogs; Google Scholar;
more….
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Library Examples
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Linking national information resources with local
resources (My Health
Minnesota Go Local)
COMING: December 2006!
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Challenges
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Understanding individual user preferences and information-seeking
behaviors (an anthropological approach)
Filtering the right kind of information to the learner or decision-maker
and presenting it in the most effective way
Integrating “just-in-time” learning in the clinical environment;
into the workflow
How to provide knowledge access to ALL
 the hospitals and clinics where students train
 students and their mentors in community preceptorships
 Patients and families; the community
Consider Librarians as Your Partners in this Process!
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Thank You
One-Click Learning
Gwen Wagstrom Halaas, M.D., M.B.A.
Director, Rural Physician Associate Program,
University of Minnesota
halaa@umn.edu
Rural Physician
Associate Program
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Established in 1971
1127 student graduates, 892 in practice
Of 575 graduates practicing in Minnesota
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63% practice in a rural community
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82% practice in family medicine
89% in primary care
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RPAP Online Curriculum
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Modules
Self-assessment
Discussion of module questions
Interesting stories
Quick links
Photo album
Assignments/ evaluations
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WebVISTA Course
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RPAP Online Modules
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Rural health and health care systems
Evidence-based medicine
Managing health care
Community health assessment
End of life care
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RPAP Modules
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Rural Overview
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Rural Health
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Discussion Questions
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Rural Health Systems
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Rural Health Systems
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Evidence Based Medicine
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Evidence Based Medicine
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Assignments
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Discussion Questions
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Managing Health Care
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Managing Health Care
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Community Health Assessment
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Community Health Assessment
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End of Life Care
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End of Life Care
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Self Quiz
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Successes
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Learning about topics
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Engaging with community health contacts
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Enjoyable and educational discussion
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Challenges
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Time – for students and RPAP faculty
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Making changes
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Engaging community faculty
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Thank you
One Click Learning
Library Resources at Point of Need
Cindy Gruwell, M.L.S.
Librarian and Coordinator of Instruction,
Bio-Medical Library, University of Minnesota
gruwell@umn.edu
One Click Leaning
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Resources at a distance
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Student and preceptor support
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Access to information resources and tools
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Resources at a Distance
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RPAP student orientation – library presentation
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Print – “Guide to Advanced Resources for
Evidence Based Practice”
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Web Based sites
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RPAP CourseLib Resource Page
Resources for Preceptors
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Student and Preceptor Support
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Consultations
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In person
By phone
Email support
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Searches
Search technique videos
Detailed answers to specific questions
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Access to Information
Resources and Tools
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Web based tutorial
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Customized resource pages
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Remote access to multiple databases
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Successes
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Enhanced Evidence Based Practice tutorial
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Personalized course related web pages
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Online Presentation: RPAP – Evidence Based Practice
CourseLib: Rural Physician Associate Program (RPAP)
Evidence Based Practice Resources
Resources for Preceptors
Resources for Clinicians
Extensive consultations by email
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Challenges
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Communicating at a distance
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Providing consultations live via the Web
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Breeze Live
Access
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Affiliated vs. Non-Affiliated Faculty
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Upcoming
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Office hours by instant messaging
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Revised Breeze Live sessions
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*New* interactive EBP tutorial
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Thank you
Questions?