Continuing Education

Three continuing education (CE) courses will be offered during the MPHSL Conference, hosted via Zoom. Attendance is free and all are welcome to attend. These courses are approved for MLA and CHLA continuing education (CE) credit. See MEDLIB-ED for all course listings.

Course access information and any special instructions for participants will be provided prior to the start of the Conference.

REGISTER NOW for CEs as seating is limited. Registration closes on February 1, 2020.


Instructional Assessment for Health Sciences Librarians
Jill Boruff

Date and time: Monday, February 8 from 10:30 am – 12:00 pm PST (1.5 hours)
Credit: 1.5 MLA CE

Instructor Biography

Jill has been a health sciences liaison librarian at McGill University Library since 2007. She currently supports four subject areas: Physical Therapy, Occupational Therapy, Communication Sciences and Disorders, and Psychiatry. Jill’s research interests include integrating evidence-based practice and information literacy skills in teaching physical and occupational therapy students. She has also published a scoping review where she examined how knowledge and skills are being assessed in the information literacy instruction of allied health students.

Course Description

This introductory level course will help you refresh and renew your instruction by demonstrating best practices for connecting learning outcomes, teaching activities, and assessment methods into a cohesive plan for effective learning. Learn simple and effective ways to add assessment to your existing courses with plenty of practical tools!

By the end of the course participants will be able to:

  1. Define assessment concepts and distinguish learning goals from learning outcomes;
  2. Prepare learning outcomes that align with assessment methods;
  3. Choose appropriate assessment measures for stand-alone and course-integrated instructional contexts   

Effective instructors link assessment tools to their learning activities and their learning outcomes. The goals of this workshop are to facilitate a better understanding of these connections in information literacy instruction and to share specific strategies and tools to make our instruction more effective. We will discuss the information literacy assessment cycle and learning goals versus learning outcomes. There will be concrete examples of how to write good learning outcomes, and how to link them to the learning activities and to the assessment of those learning outcomes and activities. We will also look at different types of assessment measures used in information literacy contexts and discuss for what contexts they are best suited.  Since this webinar is all about learning outcomes and learning activities, there will be activities to encourage engagement with the content and prompt questions and discussion.


The Case for Cultural Humility in Health Sciences Librarianship
Xan Goodman

Date and time: Monday, February 8 from 1:00 – 3:00 pm PST (2 hours)
Credit: 2 MLA CE

Instructor Biography

Xan Goodman works at UNLV University Libraries, where she supports three schools in the Division of Health Sciences, the School of Integrated Health Sciences, School of Public Health, and School of Nursing. She is co-editor of the ACRL publication, Disciplinary applications of information literacy threshold concepts and is a trained Racial Healer.

Course Description

This workshop will focus on the role of the librarian as colleague and librarian as an instructor and will link the concepts of cultural humility to healthcare, which is the stakeholder community whom health sciences librarians support.

We will explore personal identities, and cultures, and how culture and identity translate to a deliberate practice of cultural humility in the workplace.


Improving Ourselves and Enhancing Services: Addressing Unconscious Bias in Health Sciences
Rachel Keiko Stark and Molly Higgins

Date: Friday, February 12 from 10:00 am – 12:00 pm PST (2 hours)
Credit: 2 MLA CE

Instructor Biography

Rachel Keiko Stark, MS, AHIP, is the Health Sciences Librarian for Sacramento State University. She has previously worked as a Library Manager for Kaiser Permanente and as the Health Sciences Librarian at University of the Pacific. Rachel has also worked as a Youth Services Librarian for a large public library system and as a Clinical Medical Librarian. She holds a MS from Drexel University and a BA from Willamette University. When not working, Rachel enjoys spending time with her two large dogs and playing video and board games.

Molly Higgins is currently a Reference and Digital Services Librarian at the Library of Congress’ Congressional Research Service. She has previously worked at Stony Brook University’s Health Science Library and the University of Massachusetts Medical School’s Lamar Soutter Library. She has experience in the health sciences, Asian American Studies, and business librarianship. She specializes in the intersections of instructional design, technology, and issues of diversity and representation. She holds an MLIS from the University of Washington and a BA in Asian American Studies from the University of California, Berkeley

Course Description

Objective: This session will define and identify implicit bias with a focus on racial disparities in scholarly health sciences research, help attendees identify implicit bias in health sciences libraries systems and services, and provide attendees with tools to identify and address implicit bias in themselves. The active learning activities will help attendees learn how to identify resources to craft research questions and search queries that address implicit bias in Health Sciences literature and research. The workshop will provide a foundation for information professionals to better serve and address the needs of the diverse communities that their institutions serve.

Instructional Methods: We will have a short list of suggested readings for participants to complete before the sessions, as well as an online, free to access, implicit bias test to complete before the session. During the workshop, participants will break for a number of active learning activities with small groups, and with the entire group. Along with personal growth focused activities, participants will be invited to engage with the presenters and each other in information skill building experiences.

Participant Engagement: There will be an introduction of the terms and agreement on definitions in the workshop, multiple small group discussions followed by large group discussions to provide attendees with opportunities to engage with their peers and the larger group. To target different learning styles and different skill levels, activities include options for writing experiences and individual self-reflection as well as group based learning exercises for skill improvement using various tools and databases.



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