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1.
Objective:
The research sought to establish a rubric for evaluating evidence-based medicine (EBM) point-of-care tools in a health sciences library.Methods:
The authors searched the literature for EBM tool evaluations and found that most previous reviews were designed to evaluate the ability of an EBM tool to answer a clinical question. The researchers'' goal was to develop and complete rubrics for assessing these tools based on criteria for a general evaluation of tools (reviewing content, search options, quality control, and grading) and criteria for an evaluation of clinical summaries (searching tools for treatments of common diagnoses and evaluating summaries for quality control).Results:
Differences between EBM tools'' options, content coverage, and usability were minimal. However, the products'' methods for locating and grading evidence varied widely in transparency and process.Conclusions:
As EBM tools are constantly updating and evolving, evaluation of these tools needs to be conducted frequently. Standards for evaluating EBM tools need to be established, with one method being the use of objective rubrics. In addition, EBM tools need to provide more information about authorship, reviewers, methods for evidence collection, and grading system employed.Highlights
- Eleven of the fourteen previous evidence-based medicine (EBM) tool evaluations were based on clinicians evaluating tools based on their perception of the products'' ability to answer a clinical question.
- EBM tools'' evidence summaries are not updated as often as products claim.
- Although many EBM tools claim to be evidence based, only 74% of the 70 evaluated treatment summaries included graded evidence.
Implications
- To offer the best tools for users, medical libraries should evaluate EBM resources regularly, including the quality of the evidence provided.
- Medical librarians have a role to play in evaluating the quality of EBM products and can develop assessment tools to aid in this evaluation.
2.
Objectives:
Standards for evaluating evidence-based medicine (EBM) point-of-care (POC) summaries of research are lacking. The authors developed a “Critical Appraisal for Summaries of Evidence” (CASE) worksheet to help assess the evidence in these tools. The authors then evaluated the reliability of the worksheet.Methods:
The CASE worksheet was developed with 10 questions covering specificity, authorship, reviewers, methods, grading, clarity, citations, currency, bias, and relevancy. Two reviewers independently assessed a random selection of 384 EBM POC summaries using the worksheet. The responses of the raters were then compared using a kappa score.Results:
The kappa statistic demonstrated an overall moderate agreement (κ = 0.44) between the reviewers using the CASE worksheet for the 384 summaries. The 3 categories of evaluation questions in which the reviewers disagreed most often were citations (κ = 0), bias (κ = 0.11), and currency (κ = −0.18).Conclusions:
The CASE worksheet provided an effective checklist for critically analyzing a treatment summary. While the reviewers agreed on worksheet responses for most questions, variation occurred in how the raters navigated the tool and interpreted some of the questions. Further validation of the form by other groups of users should be investigated.Highlights
- Few critical appraisal tools have been evaluated with inter-rater reliability testing.
- The ways that users of evidence-based medicine (EBM) point-of-care (POC) tools interpret how to appraise an evidence summary—particularly when defining the grading of evidence, currency, and bias—may vary even when a standard evaluation sheet is used.
- The Critical Appraisal for Summaries of Evidence (CASE) worksheet had a moderate level of inter-rater reliability, similar to previous evaluative studies of critical appraisals tools.
Implications
- Medical librarians can develop tools useful for librarians, students, and clinicians to guide them in appraising clinical evidence summaries.
- The CASE worksheet can be a valuable tool to consider the quality of individual evidence summaries and to see patterns of overall quality in EBM POC tools.
3.
4.
Objectives:
The research explored the current practices of information literacy (IL) instruction in medical libraries of Pakistan.Methods:
A semi-structured questionnaire was mailed to the head librarians of all 114 academic medical libraries in Pakistan. It investigated the types of IL instruction provided, topics covered, methods of delivery and assessment, level of integration in the curriculum, and level of collaboration with teaching staff.Results:
The study revealed that 74% of the respondents had offered some types of IL instruction in their institutions during the previous year, ranging from library orientation to research-level skills. IL instruction is typically only offered to new students or first-time library users or on demand. A majority of the respondents developed IL instruction programs without faculty involvement. Librarians were primarily responsible for offering IL instruction in medical institutions. Face-to-face instruction in computer labs or lecture halls and individual instruction at reference desks were identified as the most common IL instruction delivery methods. The data indicated that oral feedback, written feedback, and searching in a computer lab were the most popular assessment methods that medical librarians used.Conclusion:
IL instruction activities in medical libraries of Pakistan are in their infancy. Medical librarians also lack systematic approaches to IL instruction.Implications:
Medical librarians need to develop educational partnerships with faculty for integrating IL instruction into the mainstream curriculum. 相似文献5.
Joanne Gard Marshall 《Journal of the Medical Library Association》2014,102(1):14-21
Purpose:
The lecture explores the origins of evidence-based practice (EBP) in health sciences librarianship beginning with examples from the work of Janet Doe and past Doe lecturers. Additional sources of evidence are used to document the rise of research and EBP as integral components of our professional work.Methods:
Four sources of evidence are used to examine the rise of EBP: (1) a publication by Doe and research-related content in past Doe lectures, (2) research-related word usage in articles in the Bulletin of the Medical Library Association and Journal of the Medical Library Association between 1961 and 2010, (3) Medical Library Association activities, and (4) EBP as an international movement.Results:
These sources of evidence confirm the rise of EBP in health sciences librarianship. International initiatives sparked the rise of evidence-based librarianship and continue to characterize the movement. This review shows the emergence of a unique form of EBP that, although inspired by evidence-based medicine (EBM), has developed its own view of evidence and its application in library and information practice.Implications:
Health sciences librarians have played a key role in initiating, nurturing, and spreading EBP in other branches of our profession. Our close association with EBM set the stage for developing our own EBP. While we relied on EBM as a model for our early efforts, we can observe the continuing evolution of our own unique approach to using, creating, and applying evidence from a variety of sources to improve the quality of health information services. 相似文献6.
7.
Valerie A. Lynn Arpita Bose Susan J. Boehmer 《Journal of the Medical Library Association》2010,98(1):57-64
Objectives:
Attending professional continuing education (CE) is an important component of librarianship. This research study identified librarians'' preferences in delivery modalities of instruction for professional CE. The study also identified influential factors associated with attending CE classes.Methods:
Five instruction-delivery modalities and six influential factors were identified for inclusion in an online survey. The survey completed by members of the American Library Association (ALA), Special Libraries Association (SLA), and Medical Library Association (MLA) provided the data for analysis of librarian preferences and influential factors.Results:
The majority of respondents were MLA members, followed by ALA and SLA members. Librarians from all three library associations preferred the face-to-face instructional modality. The most influential factor associated with the decision to attend a professional CE class was cost.Conclusions:
All five instruction-delivery modalities present useful structures for imparting professional CE. As librarians'' experience with different modalities increases and as technology improves, preferences in instruction delivery may shift. But at present, face-to-face remains the most preferred modality. Based on the results of this study, cost was the most influential factor associated with attending a CE class. This may change as additional influential factors are identified and analyzed in future studies.Highlights
- Despite the many technological advances in the education arena, librarians prefer face-to-face instruction (direct interaction with instructors and other participants, hands-on experience, focused learning). This creates a dilemma as increased budgetary constraints are a barrier to attending face-to-face professional continuing education (CE) classes.
- Librarians in all age groups preferred the traditional classroom style of face-to-face instruction to web-based methods.
Implications
- Instructors and course designers face a challenge in incorporating the perceived advantages of face-to-face instruction into the more affordable modalities of online instruction.
- As cost becomes more of a factor for attending professional CE classes, web-based asynchronous and synchronous modalities offer important, less expensive, alternatives.
8.
Ruth Holst Carla J. Funk Heidi Sue Adams Margaret Bandy Catherine Mary Boss Beth Hill Claire B. Joseph Rosalind K. Lett 《Journal of the Medical Library Association》2009,97(4):285-292
Objectives:
The research objectives were to (1) describe the current and future roles of hospital librarians and the challenges they face and (2) find evidence supporting the hypothesis that librarians are essential to hospitals in achieving the organizations'' mission-critical goals.Method:
The authors used results from a previous research study that identified the five organizational mission-critical goals important to hospital administrators and then searched the literature and solicited examples from hospital librarians to describe the librarian''s role in helping hospitals achieve these goals.Results:
The literature supports the hypothesis that hospital librarians play important roles in the success of the hospital. Librarians support quality clinical care, efficient and effective hospital operations, continuing education for staff, research and innovation, and patient, family, and community health information needs.Conclusion:
Hospital librarians fulfill many mission-critical roles in today''s hospital, providing the right information at the right time in a variety of ways to enhance hospital and medical staff effectiveness, optimize patient care, improve patient outcomes, and increase patient and family satisfaction with the hospital and its services. Because hospital librarians and their services provide an excellent return on investment for the hospital and help the hospital keep its competitive edge, hospital staff should have access to the services of a professional librarian.Highlights
- A review of the literature supports the hypothesis that services of the professional librarian result in:
- enhanced staff effectiveness,
- optimized patient care,
- improved patient outcomes, and
- increased patient and family satisfaction with the hospital and its services.
Implications
- Because hospital librarians and their services provide an excellent return on investment for the hospital and help the hospital keep its competitive edge, hospital staff should have access to the services of a professional librarian.
9.
Dixie A Jones Jean P Shipman Daphne A Plaut Catherine R Selden 《Journal of the Medical Library Association》2010,98(3):243-249
Objectives:
The Medical Library Association (MLA)/National Library of Medicine (NLM) Joint Electronic Personal Health Record Task Force examined the current state of personal health records (PHRs).Methods:
A working definition of PHRs was formulated, and a database was built with fields for specified PHR characteristics. PHRs were identified and listed. Each task force member was assigned a portion of the list for data gathering. Findings were recorded in the database.Results:
Of the 117 PHRs identified, 91 were viable. Almost half were standalone products. A number used national standards for nomenclature and/or record structure. Less than half were mobile device enabled. Some were publicly available, and others were offered only to enrollees of particular health plans or employees at particular institutions. A few were targeted to special health conditions.Conclusions:
The PHR field is very dynamic. While most PHR products have some common elements, their features can vary. PHRs can link their users with librarians and information resources. MLA and NLM have taken an active role in making this connection and in encouraging librarians to assume this assistance role with PHRs.Highlights
- A variety of personal health records (PHRs) exist with some tied to medical health records and others offered as standalone products.
- Librarians can be connected to PHR users through inclusion of an assistance statement in PHRs.
- PHRs offer librarians another means of providing consumers with quality health information.
Implications
- PHR user support is a new role for medical librarians.
- Medical librarians need to be proactive in their communities to educate consumers about PHRs.
- Given the dynamic nature of this market, medical librarians should make a concerted effort to stay abreast of trends in this area.
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11.
Maria A. Blanco Carol F. Capello Josephine L. Dorsch Gerald Perry Mary L. Zanetti 《Journal of the Medical Library Association》2014,102(3):160-168
Purpose:
The authors conducted a survey examining (1) the current state of evidence-based medicine (EBM) curricula in US and Canadian medical schools and corresponding learning objectives, (2) medical educators'' and librarians'' participation in EBM training, and (3) barriers to EBM training.Methods:
A survey instrument with thirty-four closed and open-ended questions was sent to curricular deans at US and Canadian medical schools. The survey sought information on enrollment and class size; EBM learning objectives, curricular activities, and assessment approaches by year of training; EBM faculty; EBM tools; barriers to implementing EBM curricula and possible ways to overcome them; and innovative approaches to EBM education. Both qualitative and quantitative methods were used for data analysis. Measurable learning objectives were categorized using Bloom''s taxonomy.Results:
One hundred fifteen medical schools (77.2%) responded. Over half (53%) of the 900 reported learning objectives were measurable. Knowledge application was the predominant category from Bloom''s categories. Most schools integrated EBM into other curricular activities; activities and formal assessment decreased significantly with advanced training. EBM faculty consisted primarily of clinicians, followed by basic scientists and librarians. Various EBM tools were used, with PubMed and the Cochrane database most frequently cited. Lack of time in curricula was rated the most significant barrier. National agreement on required EBM competencies was an extremely helpful factor. Few schools shared innovative approaches.Conclusions:
Schools need help in overcoming barriers related to EBM curriculum development, implementation, and assessment.Implications:
Findings can provide a starting point for discussion to develop a standardized competency framework. 相似文献12.
Objectives:
This study sought to ascertain the publication rate of abstracts presented at the annual meetings of the Medical Library Association (MLA) for the years of 2002 and 2003. The secondary objectives were to examine possible reasons for non-publication and factors influencing publication.Methods:
A total of 442 abstracts from both meeting years, consisting of presented papers and posters, were examined. The 2 methods used to obtain a publication rate were literature searches and an online questionnaire sent to first authors. The questionnaire also asked abstract authors about reasons for non-publication and other factors that might have influenced their decisions about whether or not to submit the project for publication.Results:
The overall publication rate from the survey was 26.5%, and the publication rate found via literature searching was 27.6%. The most common reason given for non-publication was time restrictions. Also notable was the large proportion of abstracts written by librarians working at universities and those having 25 or more years in the library profession.Discussion:
Publication rates for abstracts presented at the Medical Library Association meetings for the years studied rank at the low end in comparison with other medical professional associations. Further research into factors affecting publication may reveal ways to increase this rate.Highlights
- Publication rates from posters and presentations at the Medical Library Association''s 2002 and 2003 annual meetings were estimated at less than 28.0% using data from an author survey and literature search. In contrast, a Cochrane systematic review of 79 similar biomedical research studies found a mean publication rate of 44.5%.
- Respondents listed time restrictions as their primary reason for not submitting their presentations for publication.
Implications
- Compared to biomedical conferences, relatively little of the information presented at Medical Library Association annual meetings is available as peer-reviewed evidence in the published literature.
- Each profession has different norms for the nature and style of information in presentations at meetings. The further presenters get from basic research, the more difficult it may be for them to conceptualize a presentation as a formal paper. Diverse publication rates between professions are likely to remain.
- Additional study could be aimed at further clarifying the reasons for non-publication and possible means to ameliorate them.
13.
14.
Objectives:
This study describes how information retrieval skills are taught in evidence-based medicine (EBM) at the undergraduate medical education (UGME) level.Methods:
The authors systematically searched MEDLINE, Scopus, Educational Resource Information Center, Web of Science, and Evidence-Based Medicine Reviews for English-language articles published between 2007 and 2012 describing information retrieval training to support EBM. Data on learning environment, frequency of training, learner characteristics, resources and information skills taught, teaching modalities, and instructor roles were compiled and analyzed.Results:
Twelve studies were identified for analysis. Studies were set in the United States (9), Australia (1), the Czech Republic (1), and Iran (1). Most trainings (7) featured multiple sessions with trainings offered to preclinical students (5) and clinical students (6). A single study described a longitudinal training experience. A variety of information resources were introduced, including PubMed, DynaMed, UpToDate, and AccessMedicine. The majority of the interventions (10) were classified as interactive teaching sessions in classroom settings. Librarians played major and collaborative roles with physicians in teaching and designing training. Unfortunately, few studies provided details of information skills activities or evaluations, making them difficult to evaluate and replicate.Conclusions:
This study reviewed the literature and characterized how EBM search skills are taught in UGME. Details are provided on learning environment, frequency of training, level of learners, resources and skills trained, and instructor roles.Implications:
The results suggest a number of steps that librarians can take to improve information skills training including using a longitudinal approach, integrating consumer health resources, and developing robust assessments. 相似文献15.
Ryan S. Rafferty 《Journal of the Medical Library Association》2013,101(3):213-217
Objectives:
The research sought to determine if first-year medical students consulted and cited resources specifically highlighted during library instructional sessions.Methods:
Students attended a library resources instructional session. Resources that pertained to the students'' assignment were demonstrated and discussed. The students created a report including citations from relevant literature. The citations were analyzed and categorized as: a resource discussed at the instructional session, a resource found on the course LibGuide, a library resource, course material, or some other resource. All citations were subcategorized as print or electronic.Results:
Three years (2008–2011) of data analyzing 2,983 citations showed that 49.55% of all citations were from resources discussed during library instructional sessions; 21.86% came from resources with links on the course LibGuide; 77.51% were from library resources; and 90.68% came from electronic resources.Conclusion:
Students cited resources specifically highlighted during library instructional sessions for their assignments. The percentage of all citations coming from resources highlighted during the instructional sessions or found on the course LibGuide indicates that library instruction had an impact on the students'' work.Highlights
- Review of the literature shows that instruction about library resources accompanied by clear guidelines on scholarly research methods and resources provided by course instructors have the biggest impact on the quality of cited materials in student bibliographies.
- Graduate medical students cited library resources more frequently than nonlibrary resources for their assigned coursework.
- Graduate medical students cited materials and resources specifically highlighted during library instructional sessions for their assigned coursework.
Implications
- Instruction about library resources tailored to medical students'' assignments impacts the resources that the students consult and cite for their assignments.
- Using the information gathered from citation analysis to modify teaching plans can impact the effectiveness of library instructional sessions.
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17.
Laura M. Schimming 《Journal of the Medical Library Association》2008,96(3):217-222
Objective:
The research analyzed evaluation data to assess medical student satisfaction with the learning experience when required PubMed training is offered entirely online.Methods:
A retrospective study analyzed skills assessment scores and student feedback forms from 455 first-year medical students who completed PubMed training either through classroom sessions or an online tutorial. The class of 2006 (n = 99) attended traditional librarian-led sessions in a computer classroom. The classes of 2007 (n = 120), 2008 (n = 121), and 2009 (n = 115) completed the training entirely online through a self-paced tutorial. PubMed skills assessment scores and student feedback about the training were compared for all groups.Results:
As evidenced by open-ended comments about the training, students who took the online tutorial were equally or more satisfied with the learning experience than students who attended classroom sessions, with the classes of 2008 and 2009 reporting greater satisfaction (P<0.001) than the other 2 groups. The mean score on the PubMed skills assessment (91%) was the same for all groups of students.Conclusions:
Student satisfaction improved and PubMed assessment scores did not change when instruction was offered online to first-year medical students. Comments from the students who received online training suggest that the increased control and individual engagement with the web-based content led to their satisfaction with the online tutorial.Highlights
- First-year medical students at Mount Sinai School of Medicine responded positively to an online PubMed tutorial and skills assessment created by librarians.
- Students who took the online tutorial passed the PubMed skills assessment at the same high rate as students who attended in-class training led by librarians.
- Feedback suggests that students preferred the individual control of the web-based content and the ease with which the online training fit into their crowded schedules.
Implications
- Interactive online training encourages students to direct their own learning experience and can lead to greater student satisfaction.
- Medical students of the Millennial generation may prefer flexible, self-paced assignments that can be completed at times and locations convenient to them.
- Medical librarians can create online tutorials to successfully engage and instruct the next generation of medical students.
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Jocelyn A. Rankin Suzanne F. Grefsheim Candace C. Canto 《Journal of the Medical Library Association》2008,96(3):194-206
Purpose:
A systematic literature review was conducted to synthesize what is known about informationists, highlight program models, and suggest areas for future research.Methods:
Articles retrieved through database searching were reviewed for relevance. Informationist case reports were identified and coded according to an attributes checklist. Data from other retained publications were synthesized under broad themes. The few research studies found were reviewed for level of evidence.Results:
Of 113 papers reviewed, the study identified 7 classic and 8 emerging informationist programs. Two major models are apparent, clinical and research, with priorities differing according to program maturity. The literature synthesis also brought together current thinking about informationist qualifications; practice roles; setting characteristics; education and training; organizational, programmatic, and service provider success factors; and challenges and barriers. Program outcomes to date are reported, and future research topics suggested. Specific findings will assist informationist program planners.Conclusions:
While the informationist concept remains in the early adopter stage, it appears that domain knowledge, continuous learning, and embedding (working in context) are essential to success. The need for librarians to transition to greater specialization and libraries to emphasize customized service was underscored. A research agenda focused on information management, dissemination, behaviors, and economics is proposed.Highlights
- After years of emphasizing the generalist librarian, health sciences librarians must become more specialized, paralleling the health care environment in which they work.
- An embedded informationist is more likely to achieve credibility, acceptance, and sustainability than an impersonal information service provided at a distance.
- Subject expertise is essential for the informationist.
- Model informationist programs with the greatest stability are library funded.
- Because informationist programs are inherently targeted to small groups, multisite studies are necessary to achieve robust evaluation.
Implications
- A library starting an informationist program should review existing models, identify local needs, set program objectives, and then select the most appropriate approaches for its users.
- Programmatic emphasis should be placed on both technical and service excellence.
- Organizational commitment is needed for knowledge integration into practice and for the informationists'' lifelong learning.
20.
C. Trenton Boyd 《Journal of the Medical Library Association》2011,99(1):8-14
Objective:
The objective of this study was to survey holdings of ephemeral veterinary literature.Methods:
WorldCat OCLC catalog, the Library of Congress online catalog, the US National Agricultural Library online catalog, and the Dictionary Catalog of the National Agricultural Library, 1862–1965, were used to determine current library holdings of materials published by veterinary schools that are no longer in existence and veterinary associations that are defunct, veterinary supply catalogs, veterinary house organs, patent medicine publications, and veterinary advertisements. Individual library catalogs were also consulted. In addition, the practice of removing advertisements from bound volumes was examined.Results:
There are many gaps in the cataloged library holdings of primary source materials relating to the history of the education of veterinarians in the United States.Conclusions:
A proactive action plan needs to be designed and activated to locate, catalog, and preserve this primary source material of veterinary medicine for posterity.Highlights
- Veterinary libraries have failed to catalog or retain important primary veterinary source materials.
- Several types of veterinary gray literature, with individual pieces scattered across multiple kinds of libraries, are at high risk for loss from the historical record.
Implications
- Academic, veterinary, medical, and special librarians should be involved in efforts to preserve their institutional, local, and state materials; to identify and locate hidden collections of materials, both in uncataloged collections and in the hands of private collectors; and to mentor new librarians about their role in preserving the history of medicine.
- The results of this survey of primary source materials documenting US veterinary medical education suggest the need for a parallel study of medical education and other health professions education.
- The time is now, not only to digitize important scarce veterinary materials for both preservation and improved access, but also to archive present day institutional output (paper and electronic).