Background: In a flipped, required first-year drug information course, students were taught the systematic approach to answering drug information (DI) questions, commonly utilized DI resources, and literature searching. The librarian taught three weeks of the course focused on mobile applications, development of literature searching skills, and practicing in PubMed and Scopus®. Course assignments were redesigned in 2019 based on assessment best practices and replaced weekly multiple-choice quizzes used in prior iterations of the course. The purpose of this assignment was to assess student literature searching skills in a practical and innovative manner.
Description: Following two weeks of literature searching instruction, students were assigned a DI question that would serve as the impetus for the search they conducted. Students (n = 66) had one week to practice and record a screencast video of their search in PubMed utilizing an institutional subscription to Panopto™, an online video platform. Students narrated their video with an explanation of the actions being performed and were assessed using a 20-point rubric created by the course coordinator and librarian. The librarian also created general feedback videos for each question utilizing Panopto™. Videos depicted the librarian performing searches and clarifying troublesome aspects for students. Feedback videos were available to students via the learning management system after grades were released. The librarian spent about 24 hours grading and six hours writing scripts, recording, and editing feedback videos.
Conclusion: Screencast videos proved an innovative way to assess student knowledge and to provide feedback on literature searching assignments. Most students performed well on the assignment (mean score = 17.35 points) and few experienced technical difficulties. Instructors will continue to use this method for assignment and feedback in the future, with minor changes to the rubric planned before the next course offering to decrease student confusion.