ArticleJournal of the Medical Library Association : JMLA2016
Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching.
Article in Journal of the Medical Library Association : JMLA, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
7 citing papers in PubMed.
- Pecha Kucha in medical education: a narrative literature review.Korean journal of medical education · 2025Review
- Pecha Kucha with Part-Task Training Improves Airway Management in Fresh Frozen Cadavers: A Case-Control Observational Study.Medical principles and practice : international journal of the Kuwait University, Health Science Centre · 2020Observational
- Using information literacy to teach medical entrepreneurship and health care economics.Journal of the Medical Library Association : JMLA · 2019Article
- Information literacy instruction for pharmacy students: a pharmacy librarian reflects on a year of teaching.Journal of the Medical Library Association : JMLA · 2019Article
- Pecha Kucha presentations by medical students in Spain.International journal of medical education · 2018Article
- Leveraging accreditation to integrate sustainable information literacy instruction into the medical school curriculum.Journal of the Medical Library Association : JMLA · 2018Article
- Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience.Journal of the Medical Library Association : JMLA · 2017Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveThis study sought to determine whether a flipped classroom that facilitated peer learning would improve undergraduate health sciences students' abilities to find, evaluate, and use appropriate evidence for research assignments.
methodsStudents completed online modules in a learning management system, with librarians facilitating subsequent student-directed, in-person sessions. Mixed methods assessment was used to evaluate program outcomes.
resultsStudents learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews revealed strengthened partnerships between librarians and teaching faculty.
conclusionThis pedagogy shows promise for implementing and evaluating a successful flipped information literacy program.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.