apply.ala.org
Assessment in Action

Marquette University: Project Description

Page 1

Top

Primary Outcome Examined (select one or more)

Student Learning: Assignment

(No) Student Learning: Course

(No) Student Learning: Major

(No) Student Learning: Degree

(No) Student Engagement

(No) Student Success

(No) Academic Intimacy/Rapport

(No) Enrollment

(No) Retention

(No) Completion

(No) Graduation

(No) Articulation

(No) Graduates' Career Success

(No) Testing (e.g., GRE, MCAT, LSAT, CAAP, CLA, MAPP)

(No) Other (please describe)

Primary Library Factor Examined (select one or more)

Instruction

(No) Instruction: Games

Instruction: One Shot

(No) Instruction: Course Embedded

Instruction: Self-Paced Tutorials

(No) Reference

(No) Educational Role (other than reference or instruction)

(No) Space, Physical

(No) Discovery (library resources integrated in institutional web and other information portals)

(No) Discovery (library resource guides)

(No) Discovery (from preferred user starting points)

(No) Collections (quality, depth, diversity, format or currency)

(No) Personnel (number and quality)

(No) Other (please describe)

Student Population (select one or more)

Undergraduate

(No) Graduate

(No) Incoming

(No) Graduating

(No) Pre-College/Developmental/Basic Skills

(No) Other (please describe)

Discipline (select one or more)

(No) Arts

(No) Humanities

(No) Social Sciences

(No) Natural Sciences (i.e., space, earth, life, chemistry or physics)

(No) Formal Sciences (i.e., computer science, logic, mathematics, statistics or systems science)

Professions/Applied Sciences

(No) English Composition

(No) General Education

(No) Information Literacy Credit Course

Other (please describe)

AiA Team Members (select one or more)

Assessment Office

(No) Institutional Research

Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

(No) Library Administrator

Other Librarian

(No) Other (please describe)

Page 2

Top

Methods and Tools (select one or more)

Survey

(No) Interviews

(No) Focus Group(s)

(No) Observation

Pre/Post Test

Rubric

(No) Other (please describe)

Direct Data Type (select one or more)

(No) Student Portfolio

(No) Research Paper/Project

Class Assignment (other than research paper/project)

(No) Other (please describe)

Indirect Data Type (select one or more)

(No) Test Scores

(No) GPA

(No) Degree Completion Rate

(No) Retention Rate

(No) Other (please describe)

Page 3

Top
Executive Summary (150 words open)

  • How does the project align with your institution’s priorities and needs?
  • Why did you choose the outcome and library factor as areas to examine?
  • Why was the team composition appropriate?

  1. This project addresses the question, “What are the most effective instructional methods for teaching evidence-based practice in health sciences curricula?” A cross-departmental team investigated the impact of “flipped learning” on physician assistant students’ development of evidence based medicine skills. In total, 87 students were divided into two sections. One section participated in face-to-face library instruction session while the second section participated in a flipped classroom learning experience. All participants were pre- and post-tested with the Goldgar Self Evaluation of EBM Skills to measure confidence in their evidence based medicine searching skills and post-tested with the Fresno Test of Evidence Based Medicine to assess their actual skills. Overall, there were few differences in performance between groups. All students, regardless of their section, reported gains in their confidence with EBM skills.

    The project aligns with Marquette University’s strategic priorities that address academic excellence and research in action.

  • What are the significant contributions of your project?
  • What was learned about assessing the library’s impact on student learning and success?
  • What was learned about creating or contributing to a culture of assessment on campus?
  • What, if any, are the significant findings of your project?

  1. The AiA project provided an impetus to explore instructional techniques including the flipped method and the necessary skills to effectively assess library instruction.

  • What will you change as a result of what you learned (– e.g., institutional activities, library functions or practices, personal/professional practice, other)?
  • How does this project contribute to current, past, or future assessment activities on your campus?

  1. The results of the study did not suggest one method of instruction was more effective than the other. A future study should include an affective measure to gauge students’ experience of their learning to determine if they prefer one method of instruction over the other. The Fresno Test helped to identify areas where evidence based medicine teaching and learning could be improved.

Please list any articles published, presentations given, URL of project website, and team leader contact details.

  1. Team leader contact details:
    Dr. Tara Baillargeon
    Head, Research and Instructional Services
    Raynor Memorial Libraries
    Marquette University, Milwaukee WI
    tara.baillargeon@marquette.edu