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FUSING INFORMATION LITERACY TO MULTIDISCIPLINARY GLOBAL HEALTH EDUCATIONErika L. Sevetson, MS

Sarah McDaniel, MA

University of Wisconsin – Madison

ABOUT ONE HEALTH In July 2007, the AVMA launches a One Health Initiative and Task

Force “to study the feasibility of a campaign to facilitate collaboration and cooperation among health science professions, academic institutions, governmental agencies, and industries to help with the assessment, treatment, and prevention of cross-species disease transmission and mutually prevalent, but non-transmitted, human and animal diseases, and medical conditions.”

The term One Health is defined as “the collaborative efforts of multiple disciplines working locally, nationally, and globally, to attain optimal health for people, animals, and our environment. Achieving the end point of One Health is truly one of the critical challenges facing humankind today.”

One Health—A New Professional Imperative. Retrieved May 10, 2009, from http://www.avma.org/onehealth/preface.asp

THE GRANT OPPORTUNITY...

2007 – 08: UW Provost office launches the Technology-Enhanced Learning (TEL) Project. The TEL (Technology-Enhanced Learning) Project will develop

classroom learning modules, "hybrid" and technology-heavy courses, searchable databases, and build capacity among UW–Madison faculty, instructors, and future faculty. Key to the TEL project will be developing teaching & learning collaborations across our schools and colleges, and creating ways to seamlessly integrate technology into our students' educational experience.

Three funding cycles, awarding $500,000 each cycle.

THE PROPOSAL Spring 2008: Technology for Learning Center at School of

Veterinary Medicine applies for TEL grant, focusing on One Health/One Medicine

“On the UW-Madison campus we have a number of programs and departments concerned with the study of issues at the human/animal/ecosystem heath interface... These programs often share faculty for individual lectures and topics...a challenge is to not overburden the faculty by asking them to repeatedly present the same content to different classes and yet still provide an interdisciplinary approach. “We propose to capitalize on an electronic learning model based on a learning object architecture paradigm...The main idea is to break educational content down into small chunks that can be mixed, matched, or glued together to form a variety of instructional lessons or courses. “

THE PROPOSAL (PT. 2)

Target student base includes primarily graduate and professional degree students in the various collaborating programs: Veterinary Medicine, Public Health, Global Health, Environmental Studies.

Core topics proposed include research ethics, community-based research, and information literacy. General health related topics cover epidemiology, disease surveillance, and access to health and global information. Topics such as impacts on health due to climate changes, land use changes, biodiversity and health, industrial agricultural impacts on health, and food security cut across the One Health/One Medicine programs.

PLANNING GROUP

P.I.Director, Technology for Learning Center, SVM

Collaborating UnitsSchool of Veterinary Medicine

Assoc. Dean(Curriculum)2 faculty members

School of Medicine and Public HealthMaster of Public Health, Associate DirectorCenter for Global Health, Assistant Director

Center for Sustainability and the Global Environment (Environmental Studies)

1 faculty member (dual appt in SMPH)

UW Library’s Digital Collections Center Digital Repository Librarian

TIMELINE (2008-09) April SVM writes/applies for TEL grant

Campus Info Lit coordinator works w/ Steenbock (Life Sciences library) Ed. Coord. (since retired) to propose Info Lit component.

Sept. Grant is funded. Planning group meets, GH faculty suggests Ebling be involved in Info Lit. portion.

Other LOs: Why Ecohealth The zoonosis story Impact of anthropogenic global environmental changes on animal and

human health Cross cultural approach to health and disease

Sept. Meetings with faculty Oct. Our first meeting w/ planning grp. Outlines of learning

objects due. Dec. Draft LOs due.

PROPOSED TIMELINETask Responsible Party/Comment Completed?

Identify topic Faculty and Project Staff 9/02/08

Identify faculty content expert Faculty and/or Project Staff 9/02/08

Schedule initial and follow-up meetings/in-person or phone Project Staff ongoing

Discuss learning objectives that are specific and measurable Faculty and Project Staff; Based on Bloom’s Taxonomy; refine as project progresses Due 9/30/08

Develop teaching points Faculty; answer question “What do students need to know about this topic?” Due 9/30/08

Identify evidence-based information and other resources Faculty; Powerpoint presentations, articles, books, web sites, etc. Due 9/30/08

Outline the content Faculty Due 9/30/08

Develop the creative concept Project Staff Due 10/21/08

Create copy Project Staff Due 10/21/08

Modify and supplement as needed Faculty and Project Staff November

Provide examples/cases Faculty November

Develop interactive activities Faculty and Project Staff November

Review iterations and make suggestions; modify and edit as needed

Faculty and Project Staff December

Develop assessment activities Faculty and Project Staff December

Distribute for peer review; modify based on feedback Project Staff December

Discuss/agree on final version Faculty and Project Staff January

Place completed learning object in repository and provide access

Project Staff January

CATCHING UP

Faculty mtgs How would you use info lit. learning modules? (Pre-class, in-

class) What kind of information literacy instruction do your

students already get? What else do they need? What teaching points are needed by your students? If we used avian flu as a framework, what would be a

scenario that would speak to your students? How do you see these LOs fitting into the whole curriculum

(MPH, DVM, etc.)

MEETING OUTCOMES

Interesting goals and suggestions! Tutorial on using different information sources (PubMed,

etc.) How to track diseases using WHO, maps, etc. How to find & select information sources Problems of global information access Finding and selecting sources Importance of an interdisciplinary approach

PROPOSED LOS

Interdisciplinarity EBPH

Creating focused questions and evaluating information using a PICO, etc.

Access to information

PROPOSED LOS (REVISED)

Interdisciplinarity Evaluating information, creating a focused research

question (EBPH w/o the name) Access to information OneHealth Portal/LibGuide

ONE HEALTH – ONE MEDICINE:INFORMATION LITERACYINTERDISCIPLINARITY

AFTER COMPLETING THIS LESSON YOU WILL BE ABLE TO:

Discuss the ways that different disciplines approach problems in One Health/One Medicine;

Identify at least two disciplinary perspectives on a One Health/One Medicine problem; and

Identify elements in research results that provide clues to the disciplinary approach used in the research.

Describe how these perspectives/findings are shared in published research (research cycle).

In this lesson we will explore interdisciplinary research and it’s importance in the One Health /One Medicine approach to problem solving in the health sciences. Learn more about the origins of the One Health initiative by clicking on each of the buttons below.

.

RudolfVirchow

William Osler

CalvinSchwabe

One Health Initiative

Global

Local

Nat

iona

l

Disease

Humans

Environment

Animals

“One Health is the collaborative effort of multiple disciplines – working locally, nationally, and globally – to attain optimal health for people, animals, and our environment” (AAVMC, 2009?).

A One Health approach is essential because no one person, profession, or nation can solve the major health problems we face today.

Disease

Disease

Vet Med Picture

Human Med Picture

Ecological Sci Picture

Disease

Anthropology pictureVet Med Picture

Vet Med Picture

Human Med Picture

Human Med Picture



Human Med Picture

Disease


Vet Med Picture

Human Med Picture

Human Med Picture



Human Med Picture

Anthropology picture

Human Med Picture

Vet Med Picture

Disease


Vet Med Picture

Human Med Picture

Human Med Picture



Human Med Picture


Human Med Picture

Vet Med Picture

It takes a web of researchers to resolve a problem.

Different disciplines bring different perspectives, approaches, and methodologies to a problem and all of them combined make up a vast web of knowledge about the topic.

Let’s continue by examining different approaches to Avian Influenza.

RECENT OUTBREAKS OF AVIAN INFLUENZA IN ASIA HAVE CAUSED IMPACTS WORLDWIDE. LOCALLY, IT CAUSED HUMAN AND ANIMAL DEATHS AND IT COST THE WORLDWIDE ECONOMY TREMENDOUSLY. RESEARCHERS FOCUSED ON PREVENTING THE SPREAD OF AVIAN FLU POSE DIFFERENT QUESTIONS AS THEY WORK TO UNDERSTAND AND SOLVE THE PROBLEM.

AS THEY APPEAR, MATCH THE RESEARCH QUESTION BELOW TO THE CORRECT DISCIPLINE BY DRAGGING IT INTO PLACE ON THE DIAGRAM

Problem: Preventing the

Spread of Avian Flu

Human Health

Veterinary Medicine

Wildlife Ecology

Public Health

Anthropology

How is avian flu transmitted to humans?

Avian Influenza

Disciplines conceive of problems differently which leads them to collect evidence from different sources and ultimately they employ different methods of analysis. For instance, some disciplines might be asking the type of questions that require a qualitative approach while others are primarily quantitative.

[Not sure what from the OH/OM checklist you wanted to include here so I just put in this basic info. Perhaps just a link to the “Checklist for Evaluating Research” document?]

Qualitative research involves analysis of descriptions.

Data can be observed but not measured. (Colors, textures, smells, tastes, appearance, beauty, etc.)

Data can include words (e.g., from interviews), pictures (e.g., video), or objects (e.g., an artifact).

Qualitative → Quality

Quantitative research involves analysis of numerical data.

Data which can be measured. (Length, height, area, volume, weight, speed, time, temperature, humidity, sound levels, cost, members, ages, etc.)

Quantitative → Quantity

vs.

Avian InfluenzaLET’S RETURN TO THE CASE OF THE 2003 HONG KONG AVIAN INFLUENZA OUTBREAK. EXAMINE THIS DIAGRAM DEPICTING RESEARCHERS FROM 4 DISCIPLINES AND THEIR RESEARCH QUESTIONS. THINK ABOUT THE TYPE OF DATA THEY WILL NEED TO COLLECT, WHERE IT WILL COME FROM AND WHAT ANALYSIS METHODS THEY MIGHT EMPLOY. USE THAT INFORMATION TO ANSWER THE FOLLOWING QUESTIONS.

Problem: Preventin

g the Spread of Avian Flu

Public Health

Veterinarian

Biomedical Researcher

Public Health Practitioner/Rese

archer

Anthropologist

What is the cultural importance of domestic chicken raising in China?

What are effective practices for increasing influenza vaccination among Chinese domestic poultry populations?

What was the role of public health nurses in controlling the 2003 Hong Kong AI outbreak?

How has the H5N1 virus evolved in the past 10 years?

Which researcher is most likely to use a qualitative approach?

Public Health VeterinarianPublic Health PractitionerAnthropologistBiomedical Researcher

[Submit]


Problem: Preventin


Public Health

Veterinarian



archer

Anthropologist





Which professionals are most likely to use a blend of qualitative and quantitative analysis methods? (check all that apply)


[Submit]


Problem: Preventin


Public Health

Veterinarian



archer

Anthropologist





Which researcher is mostl likely to collect their data directly from the infectious agent?


[Submit]

There’s no doubt that multidisciplinary information is easier to find than ever before. But not all articles about your research topic are created equal - you must be able to decode clues about the author’s discipline to be an effective researcher.

Understanding how to interpret interdisciplinary research is vital to a One Health /One Medicine approach.

Disease


Vet Med Picture

Human Med Picture

Human Med Picture



Human Med Picture


Human Med Picture

Vet Med Picture

SummaryBy now you should have a better understanding of why interdisciplinary

research is important in the One Health /One Medicine approach to problem solving in the health sciences. It’s important to remember that:

• Different disciplines approach the same health problem in different ways;

• These differing perspectives create a vast web of knowledge that can be used by researchers seeking to work with a One Health/One Medicine approach; and

• You must identify elements in research results that provide clues to the disciplinary approach used in the research.

WHAT’S NEXT?Decoding clues about an author’s discipline is one step in

conducting interdisciplinary research. You must also evaluate the quality of the information in the article. Learn more about how in this “Evaluating Research” tutorial.

With an understanding of different disciplinary approaches and the ability to evaluate research, you’ll be ready to conduct interdisciplinary research. How will you use it to inform your work? To get started, download this worksheet .

For more information and resources about One Health / One Medicine, visit the UW Madison research portal on the topic.

PORTAL

http://researchguides.library.wisc.edu/content.php?mode=preview&pid=35890&sid=263989

PORTAL

CONCLUSIONS/LESSONS LEARNED

In a multidisciplinary, somewhat fuzzy project such as this you need:Clarity of goalsFirm deadlines SLIS student (hopefully)

PARTICIPANTS

Gabe Gossett Barb Hamel Chris Hooper-Lane Collaborating faculty:

Chris Olsen Kurt Sladtky Lori DiPrete Brown Jonathan Patz Barbara Duerst

Eileen Horn Jeannette McDonald C.K. Worel (sp?) Allan Barclay

THANK YOU

PH/HA Section PSS Section UW – Madison

LINKS

Sample Learning Objects Neatproject.org: bit.ly/yCgDc

Slides

http://bit.ly/yCgDc

http://bit.ly/yCgDc

Full learning object slides follow

ONE HEALTH – ONE MEDICINE:INFORMATION LITERACYINTERDISCIPLINARITY

AFTER COMPLETING THIS LESSON YOU WILL BE ABLE TO:

Discuss the ways that different disciplines approach problems in One Health/One Medicine;

Identify at least two disciplinary perspectives on a One Health/One Medicine problem; and

Identify elements in research results that provide clues to the disciplinary approach used in the research.

Describe how these perspectives/findings are shared in published research (research cycle).

[Embedded One Health/One Medicine LO]

.

RudolfVirchow

William Osler

CalvinSchwabe

One Health Initiative

In this lesson we will explore interdisciplinary research and it’s importance in the One Health /One Medicine approach to problem solving in the health sciences. Learn more about the origins of the One Health initiative by clicking on each of the buttons below.

Global

Local

Nat

iona

l

Disease

Humans

Environment

Animals

“One Health is the collaborative effort of multiple disciplines – working locally, nationally, and globally – to attain optimal health for people, animals, and our environment” (AAVMC, 2009?).

A One Health approach is essential because no one person, profession, or nation can solve the major health problems we face today.

Disease

Disease

Vet Med Picture

Human Med Picture


Disease


Vet Med Picture

Human Med Picture

Human Med Picture



Human Med Picture

Disease


Vet Med Picture

Human Med Picture

Human Med Picture



Human Med Picture


Human Med Picture

Vet Med Picture

Disease


Vet Med Picture

Human Med Picture

Human Med Picture



Human Med Picture


Human Med Picture

Vet Med Picture

It takes a web of researchers to resolve a problem.

Different disciplines bring different perspectives, approaches, and methodologies to a problem and all of them combined make up a vast web of knowledge about the topic.

Let’s continue by examining different approaches to Avian Influenza.

RECENT OUTBREAKS OF AVIAN INFLUENZA IN ASIA HAVE CAUSED IMPACTS WORLDWIDE. LOCALLY, IT CAUSED HUMAN AND ANIMAL DEATHS AND IT COST THE WORLDWIDE ECONOMY TREMENDOUSLY. RESEARCHERS FOCUSED ON PREVENTING THE SPREAD OF AVIAN FLU POSE DIFFERENT QUESTIONS AS THEY WORK TO UNDERSTAND AND SOLVE THE PROBLEM.

AS THEY APPEAR, MATCH THE RESEARCH QUESTION BELOW TO THE CORRECT DISCIPLINE BY DRAGGING IT INTO PLACE ON THE DIAGRAM

Problem: Preventing the

Spread of Avian Flu

Human Health

Veterinary Medicine

Wildlife Ecology

Public Health

Anthropology

How is avian flu transmitted to humans?

Avian Influenza

Think about why disciplines differ in their approaches. Write your thoughts about why these differences exist below.

[Submit]

[This appears onSubmit] Did you think about differences in training and research methods? Training and research methods in a discipline are centered on its epistemology. Epistemology is the creation and dissemination of knowledge in particular areas of inquiry.

Disciplines conceive of problems differently which leads them to collect evidence from different sources and ultimately they employ different methods of analysis. For instance, some disciplines might be asking the type of questions that require a qualitative approach while others are primarily quantitative.

[Not sure what from the OH/OM checklist you wanted to include here so I just put in this basic info. Perhaps just a link to the “Checklist for Evaluating Research” document?]

Qualitative research involves analysis of descriptions.

Data can be observed but not measured. (Colors, textures, smells, tastes, appearance, beauty, etc.)

Data can include words (e.g., from interviews), pictures (e.g., video), or objects (e.g., an artifact).

Qualitative → Quality

Quantitative research involves analysis of numerical data.

Data which can be measured. (Length, height, area, volume, weight, speed, time, temperature, humidity, sound levels, cost, members, ages, etc.)

Quantitative → Quantity

vs.


Problem: Preventin


Public Health

Veterinarian



archer

Anthropologist





Which researcher is most likely to use a qualitative approach?


[Submit]


Problem: Preventin


Public Health

Veterinarian



archer

Anthropologist





Which professionals are most likely to use a blend of qualitative and quantitative analysis methods? (check all that apply)


[Submit]


Problem: Preventin


Public Health

Veterinarian



archer

Anthropologist





Which researcher is mostl likely to collect their data directly from the infectious agent?


[Submit]


Problem: Preventin


Public Health

Veterinarian



archer

Anthropologist





After the outbreak is over, what happens to their findings? How can other researchers learn from what these did?

Let’s take a look at the research cycle and how information is disseminated.

First we’ll take a quick look at the steps in the research cycle. Put the 5 steps below into the correct order by dragging them to the correct place on the diagram.

Developing a Research

Question/Hypothesis

Reviewing the Literature:

Searching and Evaluation

Building Data through

Experiments or Studies

Analyzing Data

Publishing Results

4

HISTORY OF HOW INFORMATION IS DISSEMINATED Back in the day, researchers shared info primarily with others

in their field (SHOW: bound vols. of “Journal of VetMed” in library stacks, dating back to 1800s, show a page)

Researchers looked for information by discipline (SHOW: page of printed index for vetmed). You could be confident that you knew about all the important research in your field.

When computer-based searching began, you could search all the years of a publication at once (SCREENSHOT: CAB abstracts description).

Today, on the web and in huge, multidisciplinary databases like Web of Knowledge, you can find research across disciplines and time periods (SCREENSHOTS: Google Scholar, Web of Knowledge)

There’s no doubt that multidisciplinary information is easier to find than ever before. But not all articles about your research topic are created equal - you must be able to decode clues about the author’s discipline to be an effective researcher.

Understanding how to interpret interdisciplinary research is vital to a One Health /One Medicine approach.

WHAT CLUES TO DISCIPLINARY APPROACH WILL YOU FIND IN YOUR SEARCH RESULTS?

There are some factors that indicate a disciplinary context while other elements indicate research methodology. The types of information included or not also provide clues that you can interpret.

Below we’ve provided 2 different types of articles. Examine each of these to learn what you should look for.

Article 1 Article 2

Journal title and subject headings

also indicate focus of article

ARTICLE #1 Title includes “custom,” “science

“(points to an anthropologic &

scientific perspective)

References to social structure indicate a primarily

anthropological perspective, but focus is on the interplay of

cultural factors with infectious disease and economic factors.

ARTICLE #1 (CONT.)No indication of

research methods—implies qualitative

design.

Objectives and study design stated clearly—indicates a quantitative study

ARTICLE #2

Structured abstracts (which include elements such as Objectives, Study Design, Methods, Results, and Conclusions) are common to fields such

as epidemiology, biomedicine, and the life sciences. They’re often used to describe the results of a clinical trial or cohort study.

Avian Influenza

TRY IT YOURSELF!

Can you identify the discipline of each of the research papers below? Click on each article and look for the clues that you just learned about (and answer questions?). After you’ve looked at them all, identify the discipline for each one and check your answers.

21 3

Medicine Sociology Veterinary

[Submit]

Disease


Vet Med Picture

Human Med Picture

Human Med Picture



Human Med Picture


Human Med Picture

Vet Med Picture

SummaryBy now you should have a better understanding of why interdisciplinary

research is important in the One Health /One Medicine approach to problem solving in the health sciences. It’s important to remember that:

• Different disciplines approach the same health problem in different ways;

• These differing perspectives create a vast web of knowledge that can be used by researchers seeking to work with a One Health/One Medicine approach; and

• You must identify elements in research results that provide clues to the disciplinary approach used in the research.

WHAT’S NEXT?Decoding clues about an author’s discipline is one step in

conducting interdisciplinary research. You must also evaluate the quality of the information in the article. Learn more about how in this “Evaluating Research” tutorial.

With an understanding of different disciplinary approaches and the ability to evaluate research, you’ll be ready to conduct interdisciplinary research. How will you use it to inform your work? To get started, download this worksheet .

For more information and resources about One Health / One Medicine, visit the UW Madison research portal on the topic.

CREDITSContent Author:Sarah McDanielErika SvetsonJ. Gabe GossettUniversity of Wisconsin – Madison

Production:Eileen Horn, BA - Instructional DesignerCK Worrell, BFA – Media DesignerJeannette McDonald, DVM, PhD - Producer

With support from:The University of Wisconsin Technology Enhance

Learning grant program

Printable summary PDF including resources

PORTAL

http://researchguides.library.wisc.edu/content.php?mode=preview&pid=35890&sid=263989

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