How developing a point of need training tool for evidence synthesis can improve librarian support for researchers

Medical and health sciences librarians who are involved in evidence synthesis projects will know that systematic reviews are intensely rigorous, requiring research teams to devote significant resources to the methodological process. As expert searchers, librarians are often identified as personnel to conduct the database searching portion and/or are approached as experts in the methodology to guide research teams through the lifecycle of the project. This research method has surged in popularity at our campus and demand for librarian participation is unsustainable. As a response to this, the library created self-directed learning objects in the form of roadmap to assist researchers in learning about the knowledge synthesis methodology in an expedient, self-directed manner. This paper will discuss the creation, implementation and feedback around our educational offering: Systematic & Scoping Reviews: Your Roadmap to Conducting an Evidence Synthesis.

Scholarship of Drug Information and Library Sciences Instruction in North American Pharmacy Education: A Systematic Review of English-Language Research

OBJECTIVES

This study aimed to characterize the scholarship of teaching and learning specific to drug information and library sciences (DILS) in pharmacy education and provide a comprehensive, evidence-based resource for faculty, detailing published practices for content delivery and scholarly research gaps.

FINDINGS

Systematic searches of PubMed, Embase, International Pharmaceutical Abstracts, Educational Resources Information Center, Scopus, Library Literature & Information Science Full Text, and Library, Information Science & Technology Abstracts were conducted from January 1997 through early February 2022. Included studies were published in English, involved DILS content, were specific to pharmacy education, were original research, and were conducted in North America. The review excluded abstract-only records and studies that did not include learners (ie, pharmacy students and residents) as participants. Duplicate records were removed. After screening and review, 166 articles met the eligibility criteria, 60% of which (n = 100/166) were published in the last 10 years. Most studies focused on literature evaluation (45/166, 27%), fundamentals of drug information (43/166, 25%), evidence-based medicine (21/166, 13%), and resource utilization (21/166, 13%). Studied learners were mainly pharmacy students (77%), and 82% of research included authors who were pharmacists, whereas 14% included librarians. Assessment techniques used primarily focused on student perception (61/166, 37%), followed by summative assessment (46/166, 28%), other (25/166, 15%), and formative assessment (18/166, 11%).

SUMMARY

This article presents a systematically identified collection of North American literature examining the education in DILS of pharmacy learners. Areas for continued research of DILS content include evaluating underrepresented educational domains (ie, systematic approach, response development and provision, literature searching, study design), using librarians more in scholarship of teaching and learning research, and using formative and summative assessments as outcomes.

Mapping the pathways to health sciences librarianship: reflections and future implications from an immersion session

Objective

Many health sciences librarians enter the profession without specific health sciences training. Some LIS programs have health sciences courses or tracks, but health sciences training within an LIS program is only one path to entering health sciences librarianship. To develop a map of pathways into health sciences librarianship, an immersion session at the Medical Library Association conference in 2022 asked health sciences librarians to share how they entered the profession.

Methods

The immersion session was structured in three parts: facilitator introductions, small group discussions, and a whole group summary discussion. Guided by questions from the facilitators, small groups discussed what pathways currently exist, how to promote existing pathways, what new pathways should be created, and how to develop and promote pathways that make the profession more equitable, diverse, and inclusive.

Results

Through in-the-moment thematic analysis of the small group discussions, the following emerged as key pathways: library school education; internships and practica; the Library and Information Science (LIS) pipeline; on-thejob training; mentoring; self-teaching/hands-on learning; and continuing education. Themes of equity, diversity, and inclusion arose throughout the session, especially in the concluding whole group discussion.

Conclusion

Small group discussions in a conference immersion session showed the value of community building in a profession that has multiple pathways for entrance, highlighting the importance of unearthing hidden knowledge about avenues for exploring and enhancing career pathways. The article seeks to address barriers to entry into the profession and adds to the literature on strengthening the field of health sciences librarianship.

Integrating diversity, equity, and inclusion principles into instruction: Case studies from the University of Florida's Health Science Center Libraries

Librarians at the University of Florida Health Science Center Libraries have begun to intentionally incorporate diversity, equity, and inclusion (DEI) principles into teaching during design, implementation, and evaluation. This article uses four case studies to provide an overview of the librarians' approaches to inclusive teaching (1) an annual workshop for Physical Therapy students on the intersection between DEI, health literacy, and patient education; (2) a librarian-taught one-credit course for public health students, which was revised to create a more inviting syllabus and integrate elements of universal design; (3) an annual project for first year medical students highlighting health disparities and community resources; and (4) piloting the application of critical librarianship principles in library standalone sessions on database searching and reference management. Suggestions are provided for other librarians who are interested in developing a culture of inclusive teaching in their own libraries.

Themes in Health Sciences Librarianship Literature, 2016-2020: A Keyword and Subject Analysis

Previous investigations into trends in Library and Information Science literature have revealed changes in the topics librarians publish on over time, with older studies highlighting classification and indexing, and information retrieval and more recent studies highlighting keywords such as Internet, information technology, digital libraries, and again, information retrieval. No similar investigation has been conducted on current publication trends by health sciences librarians. This study analyzes the top themes on which health sciences librarians published from 2016 to 2020 by examining the frequency of keywords. Keywords and subject headings were analyzed from The Journal of the Medical Library Association, Medical References Services Quarterly, The Journal of Hospital Librarianship, and The Journal of Electronic Resources in Medical Libraries. A total of 8,806 keywords were downloaded for analysis and organized into 292 categories during taxonomy creation. The ten most frequent themes were: libraries, information, education, humans, demography, librarian, geographical locations, research, electronic resources, and technology. The study also found that data, psychiatry and psychology, informatics, and publishing were other key themes, indicating that health sciences librarians are publishing on a wide range of topics. Some keywords that appeared only once, such as telecommuting and flexible staffing, suggest emerging areas of research for librarians.

Data literacy training needs of biomedical researchers

OBJECTIVE

The research investigated topic priorities for data literacy training for biomedical researchers and staff.

METHODS

An electronic survey was used to assess researchers' level of knowledge related to data literacy skills and the relevance of these skills to their work.

RESULTS

Most respondents did not have any formal training in data literacy. Respondents considered most tasks highly relevant to their work but rated their expertise in tasks lower.

CONCLUSION

Among this group, researchers have diverse data literacy training needs. Librarians' expertise makes them well suited to provide such training.

ORCID Author Identifiers: A Primer for Librarians

The ORCID (Open Researcher and Contributor ID) registry helps disambiguate authors and streamline research workflows by assigning unique 16-digit author identifiers that enable automatic linkages between researchers and their scholarly activities. This article describes how ORCID works, the benefits of using ORCID, and how librarians can promote ORCID at their institutions by raising awareness of ORCID, helping researchers create and populate ORCID profiles, and integrating ORCID identifiers into institutional repositories and other university research information systems.

Flipping the classroom to teach systematic reviews: the development of a continuing education course for librarians

OBJECTIVE

The researchers used the flipped classroom model to develop and conduct a systematic review course for librarians.

SETTING

The research took place at an academic health sciences library.

METHOD

A team of informationists developed and conducted a pilot course. Assessment informed changes to both course components; a second course addressed gaps in the pilot.

MAIN RESULTS

Both the pilot and subsequent course received positive reviews. Changes based on assessment data will inform future iterations.

CONCLUSION

The flipped classroom model can be successful in developing and implementing a course that is well rated by students.

Evaluating the effectiveness of clinical medical librarian programs: a systematic review of the literature. J Med Libr Assoc 92(1) January 2004

Objective: This study was undertaken to determine if a systematic review of the evidence from thirty years of literature evaluating clinical medical librarian (CML) programs could help clarify the effectiveness of this outreach service model.

Methods : A descriptive review of the CML literature describes the general characteristics of these services as they have been implemented, primarily in teaching-hospital settings. Comprehensive searches for CML studies using quantitative or qualitative evaluation methods were conducted in the medical, allied health, librarianship, and social sciences literature.

Findings: Thirty-five studies published between 1974 and 2001 met the review criteria. Most (30) evaluated single, active programs and used descriptive research methods (e.g., use statistics or surveys/ questionnaires). A weighted average of 89% of users in twelve studies found CML services useful and of high quality, and 65% of users in another overlapping, but not identical, twelve studies said these services contributed to improved patient care.

Conclusions: The total amount of research evidence for CML program effectiveness is not great and most of it is descriptive rather than comparative or analytically qualitative. Standards are needed to consistently evaluate CML or informationist programs in the future. A carefully structured multiprogram study including three to five of the best current programs is needed to define the true value of these services.

Reference and PDF-manager software: complexities, support and workflow

In the past, librarians taught reference management by training library users to use established software programs such as RefWorks or EndNote. In today's environment, there is a proliferation of Web-based programs that are being used by library clientele that offer a new twist on the well-known reference management programs. Basically, these new programs are PDF-manager software (e.g., Mendeley or Papers). Librarians are faced with new questions, issues, and concerns, given the new workflows and pathways that these PDF-manager programs present. This article takes a look at some of those.

Have computers, will travel: providing on-site library instruction in rural health facilities using a portable computer lab

The Saskatchewan Health Information Resources Partnership (SHIRP) provides library instruction to Saskatchewan's health care practitioners and students on placement in health care facilities as part of its mission to provide province-wide access to evidence-based health library resources. A portable computer lab was assembled in 2007 to provide hands-on training in rural health facilities that do not have computer labs of their own. Aside from some minor inconveniences, the introduction and operation of the portable lab has gone smoothly. The lab has been well received by SHIRP patrons and continues to be an essential part of SHIRP outreach.

Librarian involvement in a nutrition undergraduate research course: preparing nutrition students for evidence-based practice

Given the foundational importance of literature searching skills to later stages of research and, ultimately, evidence-based practice, the authors wanted to assess a unique strategy for teaching such skills. This pilot study describes the results of an undergraduate nutrition research course in which a librarian lead several class sessions. The goal of this study was to assess students' perceptions, attitudes and use of research literature and resources before and after a course partially taught by a librarian. Twenty-seven students enrolled in an undergraduate Introduction to Research course at Georgia State University were given pre- and post-test questionnaires at the beginning and end of a course that included three librarian-led class sessions. Most of the results indicate that the repeated involvement of a librarian enriched this particular undergraduate research course. By the end of the course, students were more comfortable in libraries and with using library resources; they used the campus library more frequently; they were more confident in their ability to find high-quality information on nutrition-related topics and identify strengths and weaknesses of different information sources; and they felt they gained skills that will help them achieve their educational and career goals.

The education and training needs of health librarians?the generalist versus specialist dilemma

AIMS AND OBJECTIVES

The aims of the study were to examine whether and how librarians with a generalist background can transfer to roles demanding more expert knowledge in the health sector. The objectives were (i) to compare the education and training needs of health librarians with science degrees with the education and training needs of health librarians with arts and humanities degrees; (ii) to compare the education and training needs of librarians working in the National Health Service (NHS) sector with the education and training needs of librarians working for the health sector but within higher education.

METHODS

Face-to-face interviews with 16 librarians, a convenience sample of librarians working in the Thames Valley NHS region.

RESULTS

The main findings confirmed that structured continuing professional development (CPD) is required to meet the rapidly changing needs in the health sector. The emphasis ought to be on teaching skills, outreach work, marketing and promotion, research skills and methods, subject knowledge and terminology, and management skills. Library school curricula do not appear to meet the demands of medical library posts. A first degree in scientific subjects is advantageous in the early stages of a career but diminishes with continuing training and experience. There is no evidence of a significant difference in training needs and provision between the librarians in NHS posts as opposed to those in higher education (HE) posts.

CONCLUSIONS

The conclusions suggest that library schools need to update their programmes to include teaching skills, advanced search skills, project management skills, research methods, with more practical exercises. Particular attention should be given to librarians with a first degree in non-scientific subjects in terms of time allocated for CPD, quality of training and access to reliable mentorship.

National Vocational Qualifications: the candidates? experience

PURPOSE

To examine the experience of studying for an National Vocational Qualification (NVQ) by past and present candidates in the library and information science sector, their reasons for choosing this qualification and its impact on completion.

METHODOLOGY

Following a review of the literature, a number of NVQ candidates were interviewed using a semi-structured questionnaire. Candidates were contacted via e-mail through NVQ Centres and the LondonLinks e-mail list. There is a focus on health libraries as the flexibility and work-based nature of NVQs enable more staff to access training and education in this sector, despite the not uncommon low levels of staffing.

RESULTS

NVQ Centres have gained experience since NVQs were launched 10 years ago. More support is offered to candidates and a number of issues such as isolation, are no longer a problem. An interesting result was the high number of candidates who had gone on to higher education following the completion of an NVQ.

CONCLUSIONS

The NVQ is a useful method of providing staff with an opportunity to gain a recognized qualification. A significant number of candidates reported that the NVQ was ultimately a positive experience that improved their working practices. It can be an important first step for non-professional staff, but the future remains uncertain.

Strategic enhancement of nursing students information literacy skills: interdisciplinary perspectives

Nursing students are required to keep abreast of evolving new health care information. It is important for nursing students to develop the skills and knowledge to access nursing and medical databases for their professional growth and development to perform evidence-based practice. A collaborative approach between faculty and librarians is one way to ensure the success of students in acquiring the skills on how to access and use new health care information. The collaborators of this paper discuss strategies of how to conduct database searches for research articles. This paper is written in collaboration with faculty, librarians, and a doctoral student who have experience teaching nursing students at a historically black college and/or university, or at minority serving institutions.

The full spectrum of biomedical informatics education at Oregon Health & Science University

OBJECTIVES

The growing use of health information technology in operational settings, along with the maturation of the discipline of biomedical informatics, requires reorganization of educational programs in the field. The objective of this paper is to provide a context and description of the biomedical informatics education program at Oregon Health & Science University.

METHODS

The details of the program are provided.

RESULTS

The paper describes the overall program and its component curricula.

CONCLUSIONS

OHSU has developed a program that caters to the full spectrum of those who will work in the field, allowing education tailored to their career goals and needs. The maturation of Internet technologies also allow most aspects of the program to be delivered on-line. The informatics field must step up to the challenge of educating the best workforce to achieve our goals for the optimal use of HIT.

Broad issues to consider for library involvement in bioinformatics

BACKGROUND

The information landscape in biological and medical research has grown far beyond literature to include a wide variety of databases generated by research fields such as molecular biology and genomics. The traditional role of libraries to collect, organize, and provide access to information can expand naturally to encompass these new data domains.

METHODS

This paper discusses the current and potential role of libraries in bioinformatics using empirical evidence and experience from eleven years of work in user services at the National Center for Biotechnology Information.

FINDINGS

Medical and science libraries over the last decade have begun to establish educational and support programs to address the challenges users face in the effective and efficient use of a plethora of molecular biology databases and retrieval and analysis tools. As more libraries begin to establish a role in this area, the issues they face include assessment of user needs and skills, identification of existing services, development of plans for new services, recruitment and training of specialized staff, and establishment of collaborations with bioinformatics centers at their institutions.

CONCLUSIONS

Increasing library involvement in bioinformatics can help address information needs of a broad range of students, researchers, and clinicians and ultimately help realize the power of bioinformatics resources in making new biological discoveries.

Librarians in the Woods Hole Biomedical Informatics course

What has come to be known as the "Woods Hole course", Biomedical Informatics, is a week-long course sponsored by the National Library of Medicine which has been offered since 1992. Its participants include librarians, clinicians, educators, and administrators. This article discusses the content of the course and its applicability to medical librarians.

An evaluation of a collaborative model for preparing evidence-based medicine teachers

PURPOSE

The authors studied the effectiveness of a train-the-trainer collaboration model between librarians and medical faculty to instruct librarians and health professionals in teaching evidence-based medicine (EBM) principles.

METHODS

A telephone survey was administered to graduates of an EBM course who agreed to participate in the study. They were asked if and how they taught EBM on returning to their institutions, if they felt competent to critically appraise an article, if their skill in searching PubMed improved, and if they collaborated with others in teaching EBM.

RESULTS

Most respondents were librarians. The class was successful in that most taught EBM on return to their home institutions. Most initiated collaboration with health professionals. The goals of improving PubMed searching and achieving statistical competency had less success.

CONCLUSION

This model is effective in preparing librarians to teach EBM. Modeling and encouraging collaboration between librarians and health professionals were successful techniques. Librarians would like more instruction in statistical concepts and less in searching PubMed. conclusions cannot be made for health professionals because of the low response rate from this group. As evidence-based health care continues to extend to other disciplines, librarians can position themselves to participate fully in the EBM educational process.

"Mini-Medical School for Librarians": from needs assessment to educational outcomes

PURPOSE

This study evaluates the outcomes of the "Mini-Medical School for Librarians" or "Medical School Experience," a continuing education symposium designed to improve librarians' understanding of medicine and medical education.

SUBJECTS

The subjects are the symposium participants, a group that consisted of fifty-eight medical librarians and other information professionals.

METHODOLOGY

Pre- and post-symposium self-evaluation surveys gauged participants' self-assessed confidence with the course content. A follow-up survey was administered six months after the symposium. A learning action plan recorded both the intended and actual applications of course content to professional settings.

RESULTS

T-test analysis of paired pre- and post-symposium responses reveal a significant positive change in the mean self-assessed confidence with course content immediately following the symposium. Pairings of post-symposium and follow-up survey responses indicate a slight reversal in attendees' confidence in the months following the symposium, but pairings of pre-symposium and follow-up survey results demonstrate that the longitudinal impact of the program on self-assessed confidence with course content was positive and significant. Analysis of the learning action plan revealed a disparity in how participants planned to use the information they learned in the course and how they actually used it.

CONCLUSIONS

Continuing education programs that address the content and structure of medicine can be an effective means by which to inform both the novice's and mid-career medical librarian's understanding of medicine and medical education.

A journal club is an effective tool for assisting librarians in the practice of evidence-based librarianship: a case study

OBJECTIVE

To establish a journal club for librarians, which aimed to develop appraisal skills and assist in the application of research to practice.

METHODS

Fourteen health librarians were invited to attend a journal club. Each month a librarian was responsible for preparing a scenario, choosing a research paper, and selecting a checklist. The paper was appraised by the club, and a critically appraised topic (CAT) prepared. Six months later, a questionnaire was sent to all librarians.

RESULTS

Six out of 14 librarians attended the journal club and five out of six returned the questionnaire. All five agreed that attending the journal club helped them develop appraisal skills, write a CAT and be more critical of research. Four agreed they always identified a research paper first, then formulated a question. One librarian agreed that applying results to their own practice was difficult, one disagreed and three were neutral.

CONCLUSION

Journal clubs can be effective at developing appraisal skills and writing a CAT, as well as increasing the reading of library research. Librarians still need assistance in identifying and using questions directly from their own practice. The journal club has helped some librarians to apply evidence to practice, but others find the research is not always directly relevant.

The Medical Library Association's professional development program: a look back at the way ahead

OBJECTIVE

Reflecting patterns evident in past Janet Doe Lectures, the 2005 address reviews the Medical Library Association's (MLA's) professional development activities from their beginnings after World War II. A group of related but separate activities is traced through the establishment of an integrated professional development program. A further objective is to introduce newer members of MLA to their heritage and to remind others how the association has reached this point in its history.

SETTING

The lecture provides an overview of the evolution of MLA's professional development program-with emphasis on certification and continuing education in the early years. It further reflects briefly on some of the more recent MLA activities that have greatly impacted professional development and underscores some new initiatives.

ANALYSIS

The efforts of a virtual who's who of MLA's membership have been responsible for the convergence of the association's efforts over more than half a century to provide a comprehensive professional development program. As a participant in MLA's professional development activities for more than forty years, the 2005 lecturer provides a personal view of the growth and expansion of the program.

CONCLUSIONS

Professional development has been a hallmark of MLA for many years. The association's challenge is to continue to develop creative and innovative programs, to continuously review and revise existing programs, and to have the vision and vitality to maintain a viable program that will provide the membership with the knowledge and skills needed to function effectively now and in the future.

Exploring the roles of librarians and health care professionals involved with complementary and alternative medicine

OBJECTIVES

The researcher conducted qualitative research about the role of health care professionals and librarians involved with complementary and alternative medicine (CAM). The goals were to identify resources these professionals use to explore the librarians' role as well as their approaches to teaching and searching with respect to CAM, to acquire information about CAM education, and to connect with other librarians in the CAM field.

METHODS

Semi-structured interviews with open-ended questions were used.

RESULTS

Sixteen health care and information professionals from ten different institutions in Boston, Baltimore, and Calgary were interviewed. Major themes from the interviews were: CAM funding, integration of CAM and conventional medicine, roles of librarians, "hot" CAM issues, and information access. Information about four aspects of CAM education--technology, undergraduate, graduate, and continuing--is presented. A wealth of information resources was identified.

CONCLUSIONS

A CAM librarian's role is unique; many specialize in specific areas of CAM, and opportunities exist for librarians to partner with CAM groups. CAM information professionals' major roles involve information access and retrieval and education. Further study is required concerning CAM consumer health, integrative CAM and conventional medicine models, and the librarian's role in a CAM environment. CAM funding is a major concern.

Strengthening professionals: a chapter-level formative evaluation of the Medical Library Association mentoring initiative

OBJECTIVE

The main objective was to determine to what extent the Medical Library Association (MLA) mentoring initiative was implemented in the South Central Chapter of the Medical Library Association (SCC/ MLA) and to identify the needs, improvements, and adjustments in mentoring services for the future to improve the practice of librarianship.

METHODS

The data were collected by administering an anonymous structured survey designed by the authors. The survey was mailed to all 335 chapter members. The authors elicited responses to determine the chapter members' mentoring needs, awareness of available resources, satisfaction with existing services and resources, needs for the future, and suggestions to meet those needs.

DISCUSSION

Of the 335 delivered surveys, 184 were returned, yielding a return rate of 55%. Eighty percent had a mentor or mentors in their careers, and 74% were either very satisfied or satisfied with the relationship. The majority considered having a mentor a critical part of the professional experience. The mentoring activity chosen by respondents as the most important was improvement of job performance through skills development. Over 50% were aware of SCC/MLA's mentoring activities, and less than 50% were aware of MLA's mentoring Website.

CONCLUSIONS

The rate of response and the wealth of comments provided by respondents document the high level of interest in mentoring by medical librarians in the region. The following mentoring services were equally important to SCC/MLA members and were recommended for improvement or development at the regional level: a formalized mentoring program in the region, Web-based mentoring resources on the SCC/MLA Website, and a continuing education course for mentors. Members are aware of mentoring activities in the region; however, participation levels need to be increased in activities that SCC/MLA and MLA provide. Mentoring continues to evolve as a service in the profession.

Healthcare librarians and learner support: a review of competences and methods

OBJECTIVES

London Health Libraries (LHL) are undertaking a project in order to develop the role of their library and knowledge services staff in supporting learners within the NHS in the London area (LHL Learner Support Project). This paper reports on the first phase of the project.

METHODOLOGY

A literature analysis was carried out to provide guidance on the skills and competences needed for library and knowledge staff to perform this function.

RESULTS

A variety of competences are identified, and structured in a model incorporating both training skills and general professional competencies. Library and knowledge staff will themselves need to have a high-level of information literacy and to be active lifelong learners.

CONCLUSIONS

A 'blended learning' approach, involving e-learning together with other methods, is identified as the most appropriate way for skills to be acquired.

Evidence-Based Resources and the Role of Librarians in Developing Evidence-Based Practice Curricula

The implementation of evidence-based practice (EBP) requires acquisition and use of a complex set of skills, including the ability to locate and critically evaluate clinically relevant research literature. In this article, we discuss information resources and tools that may be of value to educators faced with the task of teaching students to search for and evaluate research-based evidence. In addition, we discuss how health sciences librarians, with the use of new models of information instruction and delivery, can work with nursing faculty in developing curricula for training students in EBP.

Subject knowledge in the health sciences library: an online survey of Canadian academic health sciences librarians

OBJECTIVES

This study investigated whether Canadian academic health sciences librarians found knowledge of the health sciences to be important and, if so, how they acquired and maintained this knowledge.

METHODS

Data were gathered using a Web-based questionnaire made available to Canadian academic health sciences librarians.

RESULTS

Respondents recognized the need for subject knowledge: 93.3% of respondents indicated that subject knowledge was "very important" or "somewhat important" to doing their job. However, few respondents felt that holding a degree in the health sciences was necessary. Respondents reported devoting on average more than 6 hours per week to continuing education through various means. Reading or browsing health sciences journals, visiting Websites, studying independently, and participating in professional associations were identified by the largest number of participants as the best ways to become and stay informed.

CONCLUSIONS

Although more research needs to be done with a larger sample, subject knowledge continues to be important to Canadian academic health sciences librarians. Continuing education, rather than formal degree studies, is the method of choice for obtaining and maintaining this knowledge.

Fellowship training at John Hopkins: programs leading to careers in librarianship and informatics as informaticians or informationists

Preparing librarians to meet the information challenges faced in the current and future health care environments is critical. At Johns Hopkins University, three NLM-funded fellowship programs provide opportunities for librarians to utilize the rich environments of the Welch Medical Library and the Division of Health Sciences Informatics in support of life-long learning.

Understanding the foundation: the state of generalist search education in library schools as related to the needs of expert searchers in medical libraries

PURPOSE

The paper explores the current state of generalist search education in library schools and considers that foundation in respect to the Medical Library Association's statement on expert searching.

SETTING/SUBJECTS

Syllabi from courses with significant searching components were examined from ten of the top library schools, as determined by the U.S. News & World Report rankings.

METHODOLOGY

Mixed methods were used, but primarily quantitative bibliometric methods were used.

RESULTS

The educational focus in these searching components was on understanding the generalist searching resources and typical users and on performing a reflective search through application of search strategies, controlled vocabulary, and logic appropriate to the search tool. There is a growing emphasis on Web-based search tools and a movement away from traditional set-based searching and toward free-text search strategies. While a core set of authors is used in these courses, no core set of readings is used.

DISCUSSION/CONCLUSION

While library schools provide a strong foundation, future medical librarians still need to take courses that introduce them to the resources, settings, and users associated with medical libraries. In addition, as more emphasis is placed on Web-based search tools and free-text searching, instructors of the specialist medical informatics courses will need to focus on teaching traditional search methods appropriate for common tools in the medical domain.

Introduction to Reference Sources in the Health Sciences: an interview with Jo Anne Boorkman, Jeffrey T. Huber and Fred W. Roper. Interview by Elizabeth Connor

Few works serve as solid a framework for the field of health sciences librarianship or provide as many insights and detailed knowledge as Introduction to Reference Sources in the Health Sciences. Now in its fourth edition, the book's editors and contributors represent an impressive range of experience, expertise, and subject knowledge appreciated by practicing librarians in a variety of settings and by students of health sciences librarianship. Jo Anne Boorkman, Jeffrey T. Huber, and Fred W. Roper answered a series of questions about the latest edition of this seminal work, and offered opinions about reference works, services, and librarians.

Clinical librarianship in the UK: temporary trend or permanent profession? Part II: present challenges and future opportunities

BACKGROUND

This article is the second part of a two-part series reporting a study of the role of the Clinical Librarian (CL) in the UK.

METHODS

A qualitative method of semi-structured interviews was used to explore in-depth the role of the CL. The interviews provided a rich source of data and give insight into this new and emerging role as practised in the National Health Service (NHS). Similarities and differences are examined between the CL population and reported within themes, specifically: personal qualities and skills required, training for the CLs, marketing the CL service, working in the clinical environment, monitoring and evaluation and the acceptance of the CL in the NHS.

RESULTS

A common understanding of the skills and knowledge required to undertake the CL role was shared by the respondents. However, practice differed as this was often dictated by local circumstances. The study confirmed the need for the CLs to work with clinical colleagues in the clinical setting to enhance patient care.

CONCLUSION

The importance of using best evidence to support patient care is a message that is slowly becoming the norm in the NHS and the CL role in this practice is demonstrated by this study.

Public librarians as a resource for promoting health: results from the Health for Everyone in Libraries Project (HELP) librarian survey

Public libraries are located in all communities, and two thirds of adults visit one each year. Libraries give the public access to computers and the Internet, and librarians offer technical assistance for accessing information. The interests and training needs of public librarians for assisting the public in accessing health information have not been addressed. One public library/librarian in each North Carolina county was randomly selected to complete a written questionnaire to assess health-related information services and librarians' skills for providing these services. 84% of librarians (83/99) completed the questionnaire. Results indicate that librarians answer more than 10 health-related questions per week, feel moderately comfortable answering these questions, and are very interested in receiving additional training for addressing health-related questions. Creating public library/public health partnerships holds much promise for enhancing the ability of community members to access desired health information.

Issues surrounding the administration of a credit course for medical students: survey of US academic health sciences librarians

OBJECTIVES

For librarians developing a credit course for medical students, the process often involves trial and error. This project identified issues surrounding the administration of a credit course, so that librarians nationally can rely more upon shared knowledge of common practices and less upon trial and error.

METHODS

A questionnaire was sent to the education services librarian at each medical school listed in the 2000 AAMC Data Book. A second questionnaire was sent to those librarians who did not return the first one.

RESULTS

Of the 125 librarians surveyed, 82 returned the questionnaire. Of those 82, only 11 offered a credit course for medical students, though 19 more were in the process of developing one. Data were gathered on the following aspects of course administration: credit course offerings, course listing, information learned to administer the course, costs associated with the course, relationships with other departments on campus, preparation for teaching and grading, and evaluation of the course.

CONCLUSIONS

Because of small number of respondents offering a credit course and institutional variations, making generalizations about issues surrounding the administration of a credit course is difficult. The article closes with a list of recommendations for librarians planning to develop a course.

Metropolis redux: the unique importance of library skills in informatics

OBJECTIVES

The objective is to highlight the important role that librarians have in teaching within a successful medical informatics program. Librarians regularly utilize skills that, although not technology dependent, are essential to conducting computer-based research. The Metropolis analogy is used to introduce the part librarians play as informatics partners. Science fiction is a modern mythology that, beyond a technical exterior, has lasting value in its ability to reflect the human condition. The teaching of medical informatics, an intersection of technology and knowledge, is also most relevant when it transcends the operation of databases and systems. Librarians can teach students to understand, research, and utilize information beyond specific technologies.

METHODS

A survey of twenty-six informatics programs was conducted during 2002, with specific emphasis on the role of the library service.

RESULTS

The survey demonstrated that librarians currently do have a central role in informatics instruction, and that library-focused skills form a significant part of the curriculum in many of those programs. In addition, librarians have creative opportunities to enhance their involvement in informatics training. As a sample program in the study, the development of the informatics course at the Massachusetts College of Pharmacy and Health Sciences is included.

CONCLUSIONS

Medical informatics training is a wonderful opportunity for librarians to collaborate with professionals from the sciences and other information disciplines. Librarians' unique combination of human research and technology skills provides a valuable contribution to any program.

A model for training the new bioinformationist

OBJECTIVES

The objectives were to examine the effectiveness of a curriculum designed to increase bioinformatics competencies of librarians with diverse backgrounds and to identify demographic factors that may affect the learning process.

METHODS

Sixteen professional staff participated in a 12-week training course consisting of 5 distinct modules: molecular biology, genetic analysis, biotechnology, research literature, and databases. Participants completed a 120-question pretest and an 88-question posttest designed to evaluate the effectiveness of the training.

RESULTS

Training was deemed successful as all participants scored higher on the posttest than the pretest. Data analysis was conducted in relation to participant background. Holding a biology degree did not seem to affect posttest results. Years of experience, however, had an impact on final scores in the databases section, as senior team members had greater difficulty learning the material.

DISCUSSION

As the need for specialized information in the area of molecular biology and genetics becomes more central for the effectiveness of organizations, it is crucial for libraries to quickly align with those needs by having a clear vision for increasing the skills and competencies of their staff in this subject area. This paper describes an effective model for learning that was developed and tested by the Eskind Biomedical Library.

From both sides now: librarians' experiences at the Rocky Mountain Evidence-Based Health Care Workshop

The Colorado Health Outcomes (COHO) Department of the School of Medicine at the University of Colorado Health Sciences Center (UCHSC) coordinates the Rocky Mountain Evidence-Based Health Care (EBHC) Workshop, which has been held annually since 1999. The goals of the workshop include helping participants-physicians, pharmacists, health care policy makers, journalists and librarians-learn and apply skills for critically appraising medical research literature and for effective use of evidence-based information resources. Participants are encouraged to share ideas and to plan local services and instruction for those working in clinical settings. Each year, librarians from UCHSC Denison Memorial Library participate as faculty by teaching searching skills (PubMed, Cochrane Library, ACP Journal Club, etc.), providing support to small groups, and staffing two computer labs. In 2002, Denison Library received a National Network of Libraries of Medicine (NN/LM) MidContinental Region Impact Award to fund the attendance of three health sciences librarians from the MidContinental Region, an academic education librarian, a clinical medical librarian, and a department librarian. In this paper, the participating librarians share the lessons they learned about how health care practitioners approach evidence-based practice. The participating librarians also share how they incorporated these lessons into their support of evidence-based practice related to teaching about evidence-based resources, assisting health care practitioners with developing answerable questions, enhancing the clinician-librarian partnership, and assisting practitioners in selecting evidence-based resources for quick answers to clinical questions.

Getting on the fast track, or how to get an MLIS through distance education, with a specialization in medical librarianship

The article describes an innovation in MLIS education for medical librarianship, with an introduction to the FastTrack, the distance education program at the University of Pittsburgh's library and information science school, together with an overview of a model program linking the biomedical library at Vanderbilt University with the School of Information Sciences in Pittsburgh. Admissions requirements and specific curriculum for the distance education master's degree are detailed in an FAQ format.