1.

UNDERSTAND
a. Identify Problem

A coordinator from the College of Medicine requested a library session "to

demonstrate research skills/tools, where to find clinical information (studies, etc.),
and general information on library support service."

b. Analyze Scenario:
Learner

Characterize: 43 students will be in attendance. These include third year medical

students and second year physician assistant students. These students are about to
begin their rotations.
Confront: The third years will be new to this campus while the second years will not,
therefore they will need a brief intro to the library services, specifically ones that will
support health science students. It will also be helpful to highlight resources that will
assist students during rotations, like apps.

Context

Characterize: The session will be taught solo and will occur in the Innovation
Commons, a room equipped with a projector, computer, and podium. Visibility and
audibility are average.
Confront: I will need to project well to be heard in the room.

Content

Characterize: The session will begin with a straighforward introduction to library

services and resources. Access to resources available while off campus/in a
hospital or clinic setting will be emphasized.
Confront: Make sure to explain clearly how to download and access apps so that
students can actually utilize them after the session. Clearly communicate the
benefits of using certain resources over other similar services.

Educator

Characterize: Speak confidently and authoritatively and instill passion into the
session. Be encouraging and friendly so students will feel good about using the
library in the future.
Confront: Spend adequate time rehearsing and do not talk too fast.

2. STRUCTURE
c. Create Targets

Goal: Orient the students to the library services and resources and convince them of
the merit of of utilizing the library.
Objective: (1) Students will leave aware of services the library offers. (2) When a
need arises, students will utilize the appropriate library service or know how to
contacgt the library for more help. (3) When out on rotations, the students will
download and utilize database apps.
Outcome: Attendees will leave the session with an increased awareness of library
services and resources and will be able to use those services when the time comes.

d. Involve and Extend

Involve: Allow students time to ask questions and help them to download the apps if
they wish to.
Extend: Present myself as a resource for future questions and assistance. For
future reference, provide students with handouts outlining library services,
resources, and contact information.

3. ENGAGE
e. Design Materials

Message: The library is here to support all clinical and research information needs.
We are available as a resource, whether on campus or off.
Objects: Sketch a rough session outline based on targets. Edit existing intro to
library services PowerPoint presentation and gather copies of our handouts and
bookmarks.

f. Deliver Instruction

Implement: The students are required to attend for Student Academy. No additional
marketing needed.
Capture & Sustain: Capture learner attention with a highlight of how we can support
them. Sustain attention by asking questions, prompting students for their ideas on
research, and feedback.

4. REFLECT
g. Assess Impact

Formative: Monitor attendees during the session through body language and
responsiveness to questions. I will complete a three question reflection immediately
after the session ends to help me remember specific points and observations.

Summative: N/A for this session.

h. Revise and Reuse

Revise: After reflecting on my perception and observation of students, take notes of

adjustments for the future. Follow up with any students with unanswered questions
for a desire for further instruction/assistance.
Reuse: Archive the presentation, script, handouts, and any other instructional
objects to my computer and Google Docs in order to reuse them in the future.