Creating an Engaging Library Orientation: First Year Experience Courses at University of California, San Diego

This article focuses on the development of an engaging library orientation module for UC San Diego First Year Experience (FYE) courses. The library module included a brief in-class presentation about research concepts and library services, an online interactive library scavenger hunt given as an in-class activity, and a homework assignment where students created public service announcements highlighting their favorite library space or resource. Over 400 FYE students completed the library module, and many indicated a marked increase in comfort using the library by the end of the module. Recommended practices are included for those wishing to create a similar module

Neo-villeiny and the service sector: the case of hyper flexible and precarious work in fitness centres

This article presents data from a comprehensive study of hyper flexible and precarious work in theservice sector. A series of interviews were conducted with self-employed personal trainers alongwith more than 200 hours of participant observation within fitness centres in the UK. Analysis ofthe data reveals a new form of hyper flexible and precarious work that is labelled neo-villeiny inthis article. Neo-villeiny is characterized by four features: bondage to the organization; payment ofrent to the organization; no guarantee of any income; and extensive unpaid and speculative workthat is highly beneficial to the organization. The neo-villeiny of the self-employed personal traineroffers the fitness centre all of the benefits associated with hyper flexible work, but also mitigatesthe detrimental outcomes associated with precarious work. The article considers the potential foradoption of this new form of hyper flexible and precarious work across the broader service sector

Being There: Partners in PBL

In 2010, the School of Medicine implemented a radical change in its core curriculum with less didactic sessions and more active learning opportunities like problem-based learning (PBL). The librarian liaison had a part in one block but was looking for additional ways to meet course objectives. Partnering with the PBL curriculum seemed a natural fit. The librarian created an online guide (using libguides) for the students that provided a mini-tutorial for searching and in support of each specific PBL case, a new tab would appear with suggestions for books, synthesized search tools, links to pertinent databases, national organizations, and included short tutorials on using resources. The use of libguides for this purpose is not novel, but the case specific guidance is unique. The PBL curriculum in the first year was in development and because there was little time to develop the guide before the case, the librarian started attending cases, listening to the questions the students had and developing the guide around them. Although each case has specific learning objectives, creating the guide from them is often too specific and does not facilitate the students exploring and learning on their own. As the curriculum grew, so did the librarian’s activity. The second year included new cases for the now second year medical students necessitating two guides - one for each year. For the third year, the librarian started attending the “Just in Time” (JIT) tutor sessions. This allowed the librarian to partner with the faculty tutors – addressing their needs and helping develop additional material for the students. It was due to a family issue that the idea of “being there” within the PBL and JIT sessions became something tangible instead of anecdotal. Anecdotal evidence suggested that the librarian’s presence encouraged greater use. During the winter quarter, 2014, the librarian was unable to attend PBL sessions and the statistics from the guide’s usage proved the value of “being there” as only about one-third of the students continued to use the guide once I was no longer attending. Benefits of being there: Reinforce the availability of the online guide Encourage students to seek assistance Capture tutor best practice using resources Reinforce the availability of assistance in using or finding resources Increase faculty awareness of remote access to library resources Assist faculty in accessing resources off-campus Facilitate dissemination of tutor recommended resources Presented at the annual meeting of the Western Group on Educational Affairs (AAMC) 2015 in San Diego, CA

Information Literacy Combined Rubric: Mapping the ACRL Framework to the AAC&U VALUE Rubric (Final Report of the Information Literacy Rubric Task Force)

The University of California, San Diego is accredited by the Western Association of Schools and Colleges (WASC) Senior College and University Commission (WSCUC), and was undergoing review to reaffirm accreditation during the library’s rubric project. Since the university’s previous review in 2010, WSCUC has introduced information literacy as a core competency to be included in “an integrated course of study of sufficient breadth and depth to prepare…[students] for work, citizenship, and life-long learning” (WSCUC, 2013). Additionally, “for each core competency, the institution may set a specific level of performance expected at graduation and gather evidence of the achievement of that level of performance (which can be based on sampling) using the assessment methods of its choice” (WSCUC, 2013). Information literacy instruction and assessment has long been at the core of academic library services, so it made sense for the library to partner with campus to help set the standard of performance expected of undergraduate students for information literacy. Within the same 2010-2020 timeframe, the Association of College and Research Libraries (ACRL) replaced their long-standing Information Literacy Competency Standards for Higher Education (2000) with the Framework for Information Literacy for Higher Education (2016). However, the WSCUC’s 2013 handbook mentions the use of Association of Colleges & Universities (AAC&U) VALUE rubrics, and the Information Literacy VALUE Rubric (n.d.) is based on the now-outdated ACRL Standards. Therefore, UC San Diego librarians needed to find a way to align the new accreditation core competencies with their new professional standards. To do so, a library task force combined the two documents by mapping the ACRL Framework onto the existing structure of the AAC&U rubric. However, there were several aspects of the ACRL Framework that did not directly relate to the AAC&U rubric, so the task force made two significant additions: 1) when the knowledge practices or dispositions described in the ACRL Framework were more basic or foundational than the “Benchmark” (i.e., scoring a 1) category on the rubric, the task force included the additional column of “Foundation” (i.e., scoring a 0) to indicate that without this fundamental knowledge, a learner would have difficulty reaching the “Benchmark,” and 2) when the knowledge practices or dispositions described in the ACRL Framework did not fit into the pre-existing rubric rows (i.e., labelled with the ACRL Standards), the task force found that adding the row “Understand How Information is Organized” would encapsulate the remaining, uncategorized knowledge practices and dispositions of the ACRL Framework. The UC San Diego Library’s ultimate goal for this combined rubric is to provide the foundation for creating an in-house online database that instruction librarians can use to create appropriate information literacy learning outcomes for their workshops or courses, paving the way for designing deep learning and creating appropriate formative and summative assessments

Acute rotenone poisoning: A scoping review

ContextRotenone is a toxic chemical found in various plants, including some used as food. Rotenone poisoning can be fatal and there is no antidote. Mechanistically, rotenone inhibits mitochondrial complex I, leading to reduced ATP production, compensatory glycolytic upregulation and secondary lactate production, and oxidative stress. Our literature review examined acute rotenone poisoning in humans, including exposure scenarios, clinical presentations, and treatments.MethodsWe searched five databases for relevant literature from database inception through the search date: July 12, 2022, pairing controlled vocabulary and keywords for "rotenone" with terms relating to human exposures and outcomes, such as "ingestion," "exposure," and "poisoning." We included all peer-reviewed reports found using the search terms where the full English text was available. Data abstracted included the number, age, weight, and sex of the exposed person(s), country where exposure happened, exposure scenario, ingestion context, estimated dose, clinical features, whether hospitalization occurred, treatments, and outcomes.ResultsAfter removing non-qualifying sources from 2,631 publications, we identified 11 case reports describing 18 victims, 15 of whom were hospitalized and five died. Most cases occurred in private quarters where victims unknowingly consumed rotenone-containing plants. Vomiting and metabolic acidosis occurred most commonly. Some patients exhibited impaired cardiopulmonary function. Supportive treatment addressed symptoms and included gastric lavage and/or activated charcoal to remove rotenone from the stomach, vasopressors for hypotension, mechanical ventilation for respiratory insufficiency, and sodium bicarbonate for acidosis. Some patients received N-acetylcysteine to counter oxidative stress.ConclusionsRotenone poisoning, though rare, can be fatal. Exposure prevention is impractical since rotenone is found in some plants used as food or pesticides. Cases may be under-diagnosed because symptoms are non-specific and under-reported in English-language journals since most cases occurred in non-English speaking countries. Treatments are supportive. Exploring antioxidant therapy in animal models of rotenone poisoning may be indicated considering rotenone's mechanism of toxicity

Collective efficacy measures for women and girls in low- and middle-income countries: a systematic review

Prior research has shown collective efficacy to be a key determinant of women's well-being. However, much of the work around measuring this construct has been done in high-income geographies, with very little representation from low- and middle-income countries (LMIC). To fill this gap, and guide future research in low resource settings, we aim to summarize best evidence measures of collective efficacy for women and girls from LMICs. Following PRISMA guidelines, we systematically searched five databases for English language peer-reviewed literature on measures of collective efficacy, published between 1 January 2009 and 25 August 2020. In addition, we sought expert input for relevant papers in this area. Research staff screened titles, abstracts, and full-text articles in a double-blind review. Inclusion criteria were: (i) original quantitative analysis, and (ii) sample limited to women/girls only (≥ 100), residing in LMICs. We identified 786 unique articles, 14 of which met inclusion criteria. Eligible studies captured a diversity of population groups, including pregnant women, recent mothers, adolescent girls, and female sex workers, from across national settings. Two broad constructs of collective efficacy were captured by the measures: (i) group dynamics, and (ii) collective action. All 14 studies included items on group dynamics in their measures, whereas seven studies included items on collective action. Four studies validated new measures of collective efficacy, and seven provided evidence supporting the relationship between collective efficacy and outcomes related to women's well-being. Overall, measures demonstrated good reliability and validity when tested, and those testing for associations or effects found a positive relationship of collective efficacy with women's health behaviors. The past decade has resulted in a number of new collective efficacy measures demonstrating good validity in terms of their associations with key health outcomes among women and girls from across LMIC settings, but there remains no standard measure in the field. Those that exist focus on group dynamics, but less often on collective action. A standard measure of collective efficacy inclusive of group dynamics and collective action can support better understanding of the value of women's collectives across national settings and populations

Creating an Engaging Library Orientation: First Year Experience Courses at University of California, San Diego

This article focuses on the development of an engaging library orientation module for UC San Diego First Year Experience (FYE) courses. The library module included a brief in-class presentation about research concepts and library services, an online interactive library scavenger hunt given as an in-class activity, and a homework assignment where students created public service announcements highlighting their favorite library space or resource. Over 400 FYE students completed the library module, and many indicated a marked increase in comfort using the library by the end of the module. Recommended practices are included for those wishing to create a similar module

Searching the Literature Using Medical Subject Headings versus Text Word with PubMed

Objective/Hypothesis: This study was conducted to investigate the performance of two search strategies in the retrieval of information from the National Library of Medicine (NLM) on otolaryngology–head and neck surgery related conditions and diagnoses using PubMed.Methods: Two search strategies—one based on the use of Medical Subject Headings (MeSH) and the second based on text word searching—were compared.Results: The MeSH search provided a more efficient search than the text word search.Conclusions: Head and neck surgeons can most efficiently search the NLM using PubMed as a search engine by initiating the search with MeSH terms. Once a key article is identified, the searcher should use the “Related Articles” feature