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Transcript of NHS Scotland [email protected] Robert Kimberley. NHS Scotland eJournals training day 2 [email protected]

  • NHS [email protected]

    Robert Kimberley

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    AdisInpharma weeklyReactions weeklyAmerican College of PhysiciansAnnals of Internal Medicine

  • [email protected] Medical AssociationJAMAArchives of DermatologyArchives of Facial Plastic SurgeryArchives of General PsychiatryArchives of Internal MedicineArchives of NeurologyArchives of OphthalmologyArchives of Otolaryngology Head & Neck SurgeryArchives of Pediatrics & Adolescent MedicineArchives of Surgery

  • [email protected] Psychological AssociationPsycARTICLES~60 journalsBMJCambridge University PressPsychological MedicineElsevierAmerican Journal of Emergency MedicineWileyBritish Journal of SurgeryJournal of Bone & Joint SurgeryNEJM

  • [email protected] College of NursingNursing ManagementNursing StandardRoyal College of PsychiatryBritish Journal of PsychiatryRoyal College of SurgeonsAnnals of the Royal College of Surgeons

  • [email protected]~163 journalsLippincott Williams & Wilkins>200 journals

  • [email protected] used journals (2006)Nursing StandardJournal of Advanced NursingNEJMBMJJournal of Clinical NursingJAMACritical Care MedicineBritish Journal of PsychiatryJournal of Nursing ManagementPlastic & Reconstructive SurgeryNeurologyAnesthesiaSpine

  • [email protected] Medicine ReviewsCochrane PDFs available on Ovid PDFs for EBM Topic Reviews in Cochrane Database of Systematic Reviews All customers who subscribe to Cochrane will see PDF links from Results Display Table of ContentsTopic Reviews

  • [email protected] Cancer Journal: The Journal of Principles & Practice of OncologyNew LWW Journal - available in Q2 update (April)editorial team of DeVita, Lawrence, and Rosenberg

    Ophthalmology ManagementNew LWW Journal - available in Q2 update (April)U.S. orientation

  • [email protected] & Infant Care (MIDIRS)Database now available on OvidNHSeS will have dual-platform access for short time

  • contenttoolsservices++contenttoolsservices

    CreationIntegration into workflowEmbedded

    Two-dimensional view?

    Knowledge is highly situated; rapidly changing; more diverse than ever before (Australian Council of Deans of Education, 2001)

    good learners will be broadly knowledgeable, and in particular able to engage with the different interpretive frameworks and contexts of specific information (Kalantzis et al, 2003 )

    Interact - with information/knowledge, and with others (social network)

    CreationIntegration into workflowEmbedded

    Two-dimensional view?

    Knowledge is highly situated; rapidly changing; more diverse than ever before (Australian Council of Deans of Education, 2001)

    good learners will be broadly knowledgeable, and in particular able to engage with the different interpretive frameworks and contexts of specific information (Kalantzis et al, 2003 )

    Interact - with information/knowledge, and with others (social network)

    CreationIntegration into workflowEmbedded

    Two-dimensional view?

    Knowledge is highly situated; rapidly changing; more diverse than ever before (Australian Council of Deans of Education, 2001)

    good learners will be broadly knowledgeable, and in particular able to engage with the different interpretive frameworks and contexts of specific information (Kalantzis et al, 2003 )

    Interact - with information/knowledge, and with others (social network)

    CreationIntegration into workflowEmbedded

    Two-dimensional view?

    Knowledge is highly situated; rapidly changing; more diverse than ever before (Australian Council of Deans of Education, 2001)

    good learners will be broadly knowledgeable, and in particular able to engage with the different interpretive frameworks and contexts of specific information (Kalantzis et al, 2003 )

    Interact - with information/knowledge, and with others (social network)

    CreationIntegration into workflowEmbedded

    Two-dimensional view?

    Knowledge is highly situated; rapidly changing; more diverse than ever before (Australian Council of Deans of Education, 2001)

    good learners will be broadly knowledgeable, and in particular able to engage with the different interpretive frameworks and contexts of specific information (Kalantzis et al, 2003 )

    Interact - with information/knowledge, and with others (social network)

    CreationIntegration into workflowEmbedded

    Two-dimensional view?

    Knowledge is highly situated; rapidly changing; more diverse than ever before (Australian Council of Deans of Education, 2001)

    good learners will be broadly knowledgeable, and in particular able to engage with the different interpretive frameworks and contexts of specific information (Kalantzis et al, 2003 )

    Interact - with information/knowledge, and with others (social network)

    CreationIntegration into workflowEmbedded

    Two-dimensional view?

    Knowledge is highly situated; rapidly changing; more diverse than ever before (Australian Council of Deans of Education, 2001)

    good learners will be broadly knowledgeable, and in particular able to engage with the different interpretive frameworks and contexts of specific information (Kalantzis et al, 2003 )

    Interact - with information/knowledge, and with others (social network)

    CreationIntegration into workflowEmbedded

    Two-dimensional view?

    Knowledge is highly situated; rapidly changing; more diverse than ever before (Australian Council of Deans of Education, 2001)

    good learners will be broadly knowledgeable, and in particular able to engage with the different interpretive frameworks and contexts of specific information (Kalantzis et al, 2003 )

    Interact - with information/knowledge, and with others (social network)

    CreationIntegration into workflowEmbedded

    Two-dimensional view?

    Knowledge is highly situated; rapidly changing; more diverse than ever before (Australian Council of Deans of Education, 2001)

    good learners will be broadly knowledgeable, and in particular able to engage with the different interpretive frameworks and contexts of specific information (Kalantzis et al, 2003 )

    Interact - with information/knowledge, and with others (social network)

    CreationIntegration into workflowEmbedded

    Two-dimensional view?

    Knowledge is highly situated; rapidly changing; more diverse than ever before (Australian Council of Deans of Education, 2001)

    good learners will be broadly knowledgeable, and in particular able to engage with the different interpretive frameworks and contexts of specific information (Kalantzis et al, 2003 )

    Interact - with information/knowledge, and with others (social network)

    CreationIntegration into workflowEmbedded

    Two-dimensional view?

    Knowledge is highly situated; rapidly changing; more diverse than ever before (Australian Council of Deans of Education, 2001)

    good learners will be broadly knowledgeable, and in particular able to engage with the different interpretive frameworks and contexts of specific information (Kalantzis et al, 2003 )

    Interact - with information/knowledge, and with others (social network)

    CreationIntegration into workflowEmbedded

    Two-dimensional view?

    Knowledge is highly situated; rapidly changing; more diverse than ever before (Australian Council of Deans of Education, 2001)

    good learners will be broadly knowledgeable, and in particular able to engage with the different interpretive frameworks and contexts of specific information (Kalantzis et al, 2003 )

    Interact - with information/knowledge, and with others (social network)

    CreationIntegration into workflowEmbedded

    Two-dimensional view?

    Knowledge is highly situated; rapidly changing; more diverse than ever before (Australian Council of Deans of Education, 2001)

    good learners will be broadly knowledgeable, and in particular able to engage with the different interpretive frameworks and contexts of specific information (Kalantzis