Assessment in Action

University of Mississippi Medical Center: Project Description

Page 1


Primary Outcome Examined (select one or more)

Student Learning: Assignment

(No) Student Learning: Course

(No) Student Learning: Major

(No) Student Learning: Degree

Student Engagement

(No) Student Success

(No) Academic Intimacy/Rapport

(No) Enrollment


(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)

(No) Instruction

(No) Instruction: Games

(No) Instruction: One Shot

(No) Instruction: Course Embedded

(No) Instruction: Self-Paced Tutorials

(No) Reference

Educational Role (other than reference or instruction)

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)



(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

(No) Other (please describe)

AiA Team Members (select one or more)

(No) Assessment Office

(No) Institutional Research

(No) Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

(No) Library Administrator

Other Librarian

Other (please describe)

Executive Director for Academic Effectiveness

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Methods and Tools (select one or more)

(No) Survey

(No) Interviews

Focus Group(s)


Pre/Post Test


(No) Other (please describe)

Direct Data Type (select one or more)

(No) Student Portfolio

(No) Research Paper/Project

(No) Class Assignment (other than research paper/project)

Other (please describe)

Basic life support (BLS) pre/post test results; Interprofessional (IP) competency rubric pre/post test results

Indirect Data Type (select one or more)

(No) Test Scores

(No) GPA

(No) Degree Completion Rate

(No) Retention Rate

Other (please describe)

Thematic data from focus group discussions

Page 3

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. The University of Mississippi Medical Center has embraced patient-centered education by developing interprofessional (IP) learning teams per AAMC’s partnership with the Interprofessional Education Collaborative and LCME’s 2013 Standard ED-19-A. To that end, the AiA team chose a project focused on using library space to improve student learning and to promote interprofessional growth. Rowland Medical Library’s Collaborative Learning Center, which was completed in December 2013, was used to host interprofessional student focus groups; the library faculty team members helped to serve as focus group moderators and scribes.

    The team was composed of a Reference Librarian, the Serials/Electronic Resources Librarian, and the Executive Director for Academic Effectiveness. The group was also heavily supported by the Library Director, the Associate Library Director, a nurse educator who provided the health science component of the focus groups, and several campus administrators who were deeply invested in the project’s success. The active participation of multiple library faculty members helped drive the project's focus on library space and personnel.

  • 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 initial sample indicates growth in both objective and subjective measures. In both groups, BLS test results show the potential for increased retention in an interprofessional education environment, and answers to the IP competencies clearly indicate a stronger appreciation for interprofessionalism after the sessions. Health sciences students recognize the importance of interprofessional education. In an effort to help their institutions meaningfully connect IP to core curricular competencies, libraries can assert themselves as stakeholders in the evolving LCME curricular standards by utilizing content specialists and providing new or existing collaborative space.

    Participation in the AiA program reiterated the importance of library involvement in institutional assessment activities and the immense value of partnering with other academic departments to encourage student success.

  • 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. Gathering a large group of students to participate in a voluntary library assessment project proved to be a difficult feat. The UMMC AiA team plans to host another set of focus sessions in the fall with the expectation of more significant medical student participation. The further cooperation and support of various campus groups is crucial to future success.

    Since it has the potential to be an ongoing project, the team hopes for sustained assessment activities within the library and that partnerships with other institutional departments continue to thrive.

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

  1. Team leader:

    Elizabeth Hinton
    Instructor/Reference Librarian, Informational Services
    Rowland Medical Library
    University of Mississippi Medical Center

ALA_2015_EH.pdf Collaborative Library Space and Resources: Focusing on Student Perceptions of Interprofessionalism in Medical Education