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1.

Background:

To encourage evidence-based practice, an Annals of Internal Medicine editorial called for a new professional on clinical teams: an informationist trained in science or medicine as well as information science.

Objectives:

The study explored the effects of informationists on information behaviors of clinical research teams, specifically, frequency of seeking information for clinical or research decisions, range of resources consulted, perceptions about access to information, confidence in adequacy of literature searches, and effects on decision making and practice. It also explored perceptions about training and experience needed for successful informationists.

Methods:

Exploratory focus groups and key interviews were followed by baseline and follow-up surveys conducted with researchers and clinicians receiving the service. Survey data were analyzed with Pearson''s chi-square or Fisher''s exact test.

Results:

Comparing 2006 to 2004 survey responses, the researchers found that study participants reported: seeking answers to questions more frequently, spending more time seeking or using information, believing time was less of an obstacle to finding or using information, using more information resources, and feeling greater satisfaction with their ability to find answers. Participants'' opinions on informationists'' qualifications evolved to include both subject knowledge and information searching expertise.

Conclusion:

Over time, clinical research teams with informationists demonstrated changes in their information behaviors, and they valued an informationist''s subject matter expertise more.

Highlights

  • Informationist involvement in traditional team activities—going on rounds and searching and critically evaluating the literature—increased over time.
  • As the relationship between a clinical team and informationist developed, activities expanded to include projects such as development of wikis, databases, and websites.
  • Clinical teams came to view subject knowledge as key to an informationist''s preparation; however, their expertise as information scientists was valued most highly.
  • “Initiative,” approaching research staff in their workplace, was the one personal trait focus group participants agreed on as most desirable for an informationist.
  • When first introduced to the concept, researchers cited customization of services to team needs as a major benefit.

Implications

  • To assure a successful informationist program, libraries must be prepared to commit time and money.
  • Whether informationists or not, librarians should be prepared to support users'' increased need for genetics and molecular biology information.
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2.
Objective: The objectives were (1) to develop an academic, graduate-level course designed for information professionals seeking to bring evidence to clinical medicine and public health practice and to address, in the course approach, the “real-world” time constraints of these domains and (2) to further specify and realize identified elements of the “informationist” concept.Setting: The course took place at the Division of Health Sciences Informatics, School of Medicine, Johns Hopkins University.Participants: A multidisciplinary faculty, selected for their expertise in the course core competencies, and three students, two post-graduate National Library of Medicine (NLM) informationist fellows and one NLM second-year associate, participated in the research.Intervention: A 1.5-credit, graduate-level course, “Informationist Seminar: Bringing the Evidence to Practice,” was offered in October to December 2006. In this team-taught course, a series of lectures by course faculty and panel discussions involving outside experts were combined with in-class discussion, homework exercises, and a major project that involved choosing and answering, in both oral and written form, a real-world question based on a case scenario in clinical or public health practice.Conclusion: This course represents an approach that could be replicated in other academic health centers with similar pools of expertise. Ongoing journal clubs that reiterate the question-and-answer process with new questions derived from clinical and public health practice and incorporate peer review and faculty mentoring would reinforce the skills acquired in the seminar.

Highlights

  • Interdisciplinary faculty designed and offered a graduate-level course to teach the skills required by an informationist in clinical and public health practice, further elaborating a model for preparing informationists.

Implications

  • This scalable approach to teaching skills for the transfer of evidence into practice could be replicated in academic health centers with similar pools of expertise; such replication could contribute data toward validating this training approach.
  • Greater clarity on an appropriate, or “good enough,” standard of evidence for supporting point-of-action decision making is needed.
  • Based on the assumption that practicing skills increases confidence and the likelihood that skills will be applied, this course included mentored practice of oral and written evidence presentation skills. Further research could determine whether a course that includes such mentored practice increases the likelihood that students will apply their newly acquired skills.
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3.
Objective:The decisions and processes that may compose a systematic search strategy have not been formally identified and categorized. This study aimed to (1) identify all decisions that could be made and processes that could be used in a systematic search strategy and (2) create a hierarchical framework of those decisions and processes.Methods:The literature was searched for documents or guides on conducting a literature search for a systematic review or other evidence synthesis. The decisions or processes for locating studies were extracted from eligible documents and categorized into a structured hierarchical framework. Feedback from experts was sought to revise the framework. The framework was revised iteratively and tested using recently published literature on systematic searching.Results:Guidance documents were identified from expert organizations and a search of the literature and Internet. Data were extracted from 74 eligible documents to form the initial framework. The framework was revised based on feedback from 9 search experts and further review and testing by the authors. The hierarchical framework consists of 119 decisions or processes sorted into 17 categories and arranged under 5 topics. These topics are “Skill of the searcher,” “Selecting information to identify,” “Searching the literature electronically,” “Other ways to identify studies,” and “Updating the systematic review.”Conclusions:The work identifies and classifies the decisions and processes used in systematic searching. Future work can now focus on assessing and prioritizing research on the best methods for successfully identifying all eligible studies for a systematic review.  相似文献   

4.
Objectives:Current literature recommends online research guides as an easy and effective tool to promote LGBTQ+ health information to both health care providers and the public. This cross-sectional study was designed to determine how extensive LGBTQ+ health guides are among hospital and academic libraries and which features are most prevalent.Methods:In order to locate LGBTQ+ health guides for content analysis, we searched for guides on the websites of libraries belonging to the Association of Academic Health Sciences Libraries (AAHSL) and the Canadian Association of Research Libraries (CARL). Additionally, we searched the Springshare interface for LibGuides with the word “health” and either “LGBT” or “transgender.” Content analysis was performed to identify major characteristics of the located guides, including target audience and the information type provided.Results:LGBTQ+ research guides were identified for 74 libraries. Of these, 5 were hospital libraries, and the rest were academic libraries. Of 158 AAHSL member libraries, 48 (30.4%) had LGBTQ+ guides on their websites. Nearly all guides (95.9%) provided general LGBTQ+ health information, and a large majority (87.8%) also had information resources for transgender health. Smaller percentages of guides contained information on HIV/AIDS (48.6%) and women''s health (16.2%).Conclusions:Even though literature recommends creating LGBTQ+ health guides, most health sciences libraries are missing an opportunity by not developing and maintaining these guides. Further research may be needed to determine the usage and usefulness of existing guides and to better identify barriers preventing libraries from creating guides.  相似文献   

5.
How do clinical questions emerge and move toward resolution in the intensive care setting over the course of 24 hours? In a 20-bed surgical intensive care unit in a large, tertiary-care teaching hospital, informationists shadowed clinicians for 2 48-hour periods to record questions, noting when they were asked and whether they were answered. Thirty-eight percent of 112 recorded questions remained unanswered. Some unanswered questions persisted across shifts, and clinicians'' information-seeking behaviors changed over time. Clinical information services can be improved and integrated more fully into clinical workflows based on a fuller understanding of the life cycle of clinical inquiry.  相似文献   

6.
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.Conclusion:The flipped classroom model can be successful in developing and implementing a course that is well rated by students.  相似文献   

7.

Objective:

To support clinical researchers, librarians and informationists may need search filters for particular tasks. Development of filters typically depends on a “gold standard” dataset. This paper describes generalizable methods for creating a gold standard to support future filter development and evaluation using oral squamous cell carcinoma (OSCC) as a case study. OSCC is the most common malignancy affecting the oral cavity. Investigation of biomarkers with potential prognostic utility is an active area of research in OSCC. The methods discussed here should be useful for designing quality search filters in similar domains.

Methods:

The authors searched MEDLINE for prognostic studies of OSCC, developed annotation guidelines for screeners, ran three calibration trials before annotating the remaining body of citations, and measured inter-annotator agreement (IAA).

Results:

We retrieved 1,818 citations. After calibration, we screened the remaining citations (n = 1,767; 97.2%); IAA was substantial (kappa = 0.76). The dataset has 497 (27.3%) citations representing OSCC studies of potential prognostic biomarkers.

Conclusions:

The gold standard dataset is likely to be high quality and useful for future development and evaluation of filters for OSCC studies of potential prognostic biomarkers.

Implications:

The methodology we used is generalizable to other domains requiring a reference standard to evaluate the performance of search filters. A gold standard is essential because the labels regarding relevance enable computation of diagnostic metrics, such as sensitivity and specificity. Librarians and informationists with data analysis skills could contribute to developing gold standard datasets and subsequent filters tuned for their patrons'' domains of interest.  相似文献   

8.
Background:Despite a strong research presence in Lancashire Teaching Hospitals National Health Service (NHS) Foundation Trust (LTHTR), allied health professionals from the organization are underrepresented in developing and publicizing research that is inspired by day-to-day clinical practice and staff experiences. Two LTHTR departments, Library and Knowledge Services (LKS) and Research and Innovation (R&I), came together to enable a group of staff to develop the knowledge and skills that they needed to access information and create new “home grown” research.Case Presentation:A clinical librarian and an academic research nurse created a research engagement program in the diagnostic radiography department at LTHTR, which included the development, delivery, and evaluation of 6 workshops. Sixteen individuals took part in these workshops, and data were collected on library usage, self-efficacy in information literacy, and research output before and after their delivery. Library membership increased by 50% among diagnostic radiography staff, literature search requests from this department increased by 133%, and all participants who attended at least 1 workshop reported an increased Information Literacy Self Efficacy Scale (ILSES) score. An increase in research activity and outputs was also attributed to the program.Conclusions:This project has resulted in a set of freely available workshop plans and support resources that can be customized for other health care professionals and has won several awards for its innovative use of departmental collaboration. Through the evaluation of the program from workshop attendees and non-attenders, we have identified impacts, outputs, and barriers to engagement in order to continue to deliver this content to other departments and embed a home grown research culture at LTHTR.  相似文献   

9.
Objective:There are concerns about nonscientific and/or unclear information on the coronavirus disease 2019 (COVID-19) that is available on the Internet. Furthermore, people''s ability to understand health information varies and depends on their skills in reading and interpreting information. This study aims to evaluate the readability and creditability of websites with COVID-19-related information.Methods:The search terms “coronavirus,” “COVID,” and “COVID-19” were input into Google. The websites of the first thirty results for each search term were evaluated in terms of their credibility and readability using the Health On the Net Foundation code of conduct (HONcode) and Flesch-Kincaid Grade Level (FKGL), Simple Measure of Gobbledygook (SMOG), Gunning Fog, and Flesch Reading Ease Score (FRE) scales, respectively.Results:The readability of COVID-19-related health information on websites was suitable for high school graduates or college students and, thus, was far above the recommended readability level. Most websites that were examined (87.2%) had not been officially certified by HONcode. There was no significant difference in the readability scores of websites with and without HONcode certification.Conclusion:These results suggest that organizations should improve the readability of their websites and provide information that more people can understand. This could lead to greater health literacy, less health anxiety, and the provision of better preventive information about the disease.

Open in a separate windowSaeideh Valizadeh-Haghi  相似文献   

10.
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11.
Background:Game-based learning is a successful strategy for teaching various concepts to students, from general orientations to more in-depth material. Pharmacy students in a first-year lab course were introduced to library and drug information resources through a lecture-style class in their first week of school, which was ineffective in terms of engagement. To combat this issue, the pharmacy liaison librarian advocated for moving this class session later in the semester and proposed a game-based activity to replace the lecture.Case Presentation:“The Amazing Race: Drug Information Edition” was inspired by a well-known TV competition that involves completing several stages (called “legs”) of challenges to finish the race. The librarian developed questions designed to make students use various parts of the library website as well as two drug information databases. Students competed in teams, and the first three teams to complete the race were awarded small prizes. The race was first implemented in 2018, and modifications were made to the 2019 iteration based on student feedback.Conclusions:Despite several challenges, the race was well received by both the students and the course instructors and increased engagement with introductory library and drug information material. The activity has enhanced the librarian''s relationship and collaboration with the course faculty and made a positive impression on the students.  相似文献   

12.
Objective:Understanding health informatics (HI) publication trends in Saudi Arabia may serve as a framework for future research efforts and contribute toward meeting national “e-Health” goals. The authors’ intention was to understand the state of the HI field in Saudi Arabia by exploring publication trends and their alignment with national goals.Methods:A scoping review was performed to identify HI publications from Saudi Arabia in PubMed, Embase, and Web of Science. We analyzed publication trends based on topics, keywords, and how they align with the Ministry of Health''s (MOH''s) “digital health journey” framework.Results:The total number of publications included was 242. We found 1 (0.4%) publication in 1995–1999, 11 (4.5%) publications in 2000–2009, and 230 (95.0%) publications in 2010–2019. We categorized publications into 3 main HI fields and 4 subfields: 73.1% (n=177) of publications were in clinical informatics (85.1%, n=151 medical informatics; 5.6%, n=10 pharmacy informatics; 6.8%, n=12 nursing informatics; 2.3%, n=4 dental informatics); 22.3% (n=54) were in consumer health informatics; and 4.5% (n=11) were in public health informatics. The most common keyword was “medical informatics” (21.5%, n=52). MOH framework–based analysis showed that most publications were categorized as “digitally enabled care” and “digital health foundations.”Conclusions:The years of 2000–2009 may be seen as an infancy stage of the HI field in Saudi Arabia. Exploring how the Saudi Arabian MOH''s e-Health initiatives may influence research is valuable for advancing the field. Data exchange and interoperability, artificial intelligence, and intelligent health enterprises might be future research directions in Saudi Arabia.  相似文献   

13.
Background:Over a decade ago, the Hill report argued that a shift in vision was required to change the perception of National Health Service (NHS) Library and Knowledge Services (LKS) in England from “book repositories” to essential services that underpin clinical decision-making by patients, carers, and health care professionals. Health Education England''s Knowledge for Healthcare: A Development Framework for Library and Knowledge Services in England 2015–2020 advocates embedding librarians within clinical and management teams in order to provide access to high-quality evidence at the point of need.Case Presentation:In April 2019, Royal Papworth Hospital relocated twelve miles from its historic village location in Papworth Everard to its new state-of-the-art hospital on the Cambridge Biomedical Campus. The design for this new hospital did not accommodate a traditional library space and therefore necessitated a transformation of the LKS. The organization opted to embed the LKS staff into the clinical setting and relegate 80% of the print collection to off-site storage. This project and its associated steps are presented as an example of health care library transformation.Conclusion:Embedding the LKS team in the clinical setting, engaging in proactive outreach activity, and improving our marketing led to a 44% increase in literature searches requested compared to the same eleven-month period in the previous year. A 40% decrease in our print book loans indicates additional barriers to using a click-and-collect service and the need for greater investment in our e-book provision. However, early outcomes for our best-fit service transformation are positive. Having an open, dual mindset has enabled the service to embrace change and maximize emerging opportunities to collaborate with clinical staff on new projects.  相似文献   

14.
Objectives:Academic health sciences librarians sought to evaluate the efficacy and future of the Health Information Specialists Program, a five-year consumer health information outreach collaboration with public libraries across the state.Methods:Five focus groups were held with participants from all five years of the program. Thirty-four participants from the program attended. Facilitators used structured interview guides consisting of eleven questions regarding the impact of the collaboration on participants'' abilities to connect themselves or others to health information; the usefulness of materials or knowledge gained and its applications; any consumer health outreach projects that arose from the program; and suggestions for future topics, formats, or modifications. Data was hand-coded and analyzed using the framework analysis methodology for qualitative research.Results:Participants reported feeling improved confidence and comfort in providing health information services to their patrons. Numerous instances of knowledge transfer—in their personal lives, with their colleagues, and for their patrons—were described. Participants reported improved abilities to both find and evaluate consumer health information, and many adapted class materials for their own programming or teaching. Suggestions were provided for future class topics as well as a program website.Conclusion:Based on data from the five focus groups, the Health Information Specialists Program has positively impacted participants in a number of ways. Primary among these were self-reported improvement in both health information retrieval skills and the ability to evaluate the reliability of health information online, as well as in the confidence to help patrons with their health information needs.  相似文献   

15.
Abstract

Core competencies have long been established in the competitive world of business and industry. These tenants lend themselves to individualization and branding, being exclusionary tools by their very nature. So how do core competencies fit in the world of libraries and information centers, particularly when considering potential employees? The concept of individual capacity is a better fit for information fields, being more inclusive and reflective of diverse knowledge bases and skillsets that working in this field requires. Juxtaposing the two, core competencies and individual capacity, will help us re-focus our efforts on user-centered information work rather than business rhetoric and conformity.  相似文献   

16.
ABSTRACT

Assessing core competencies for students who are enrolled in purely online programs poses a challenge to colleges and universities. Our institution has chosen an existing online information literacy course to incorporate and assess general education competencies for an overseas cohort of transfer students. This article presents a brief overview of the course and describes the way in which the course was redesigned to embed and assess the five general education competencies (critical thinking, information literacy, critical reading, quantitative reasoning, and writing).  相似文献   

17.
Objective:While studies from the early 1990s show that library staff in nonlibrarian roles interpret the term “paraprofessional” as being demeaning to their roles, no recent research has been conducted on this topic. This study aims to investigate if health sciences library staff continue to have similar negative associations with the term “paraprofessional” and to determine if another term is preferred.Methods:The authors conducted a literature review to identify terms used to categorize library staff in nonlibrarian roles. Using these terms, we created an online Qualtrics survey asking participants to rank terms by preference. We distributed the survey via thirty-six professional email discussion lists, including MEDLIB-L, thirty-three MLA chapter and caucus email discussion lists, DOCLINE-L, and ACRL-HSIG-L. Survey participants included full-time and part-time health sciences library staff in any nonlibrarian position. Responses from librarians were not accepted.Results:Based on 178 completed surveys, “library staff” was the top choice of 49% of participants, over “other” (19%), “paraprofessional” (13%), “library support staff” (11%), “paralibrarian” (7%), and “nonprofessional” (1%). Although “library staff” was the top choice of participants across all ages, older participants (aged 45–75) preferred “library support staff” and “paraprofessional” to a greater degree than younger participants (aged 18–44), while younger participants preferred “other” to a greater degree. Out of 36 participants who specifically mentioned the terms “paraprofessional” or “paralibrarian,” 32 (89%) of those comments were negative, indicating that the “para” in “paraprofessional” and “paralibrarian” is either insulting, inapplicable, or unfamiliar.Conclusions:Our results suggest that although the term “paraprofessional” may not intentionally be used to demean library staff, many library staff interpret the term to be demeaning to their roles. Instead, “library staff,” a more inclusive and less divisive term, was preferred by survey participants. In accordance with our results, we believe the term “paraprofessional” should no longer be used in library and information scholarly literature or professional discourse.  相似文献   

18.
Objective: The paper reviews the core competencies for public health professionals presented in the Institute of Medicine''s (IOM''s) report, Who Will Keep the Public Healthy: Educating Public Health Professionals for the 21st Century; describes improving information literacy (IL) as a mechanism for integrating the core competencies in public health education; and showcases IL as an opportunity for solidifying partnerships between academic librarians and public health educators.Methods: The IOM competencies, along with explicit examples of library support from a literature review of current IL trends in the health sciences, are analyzed.Results: Librarians can play a fundamental role in implementing the IOM''s core competencies in shaping public health education for the twenty-first century. A partnership between public health educators and librarians through a transdisciplinary approach is recommended.Conclusions: IL skills and competencies integrated into public health curricula through a collaborative partnership between public health educators and librarians can help integrate the IOM''s core competencies and improve public health education.

Highlights

  • Exploring and solidifying transdisciplinary partnerships with public health educators and librarians through curriculum-integrated information literacy (IL) is one avenue to continue successful education of public health professionals.

Implications

  • Librarians can be considered public health collaborators essential to the twenty-first century education of health professionals.
  • Future research is required to effectively evaluate the best practices of curriculum-integrated IL into public health education.
  • Transdisciplinary research is advantageous for achieving the shared goal of educating public health professionals.
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19.

Objective:

This Association of Vision Science Librarians revision of the “Standards for Vision Science Libraries” aspires to provide benchmarks to address the needs for the services and resources of modern vision science libraries (academic, medical or hospital, pharmaceutical, and so on), which share a core mission, are varied by type, and are located throughout the world.

Methods:

Through multiple meeting discussions, member surveys, and a collaborative revision process, the standards have been updated for the first time in over a decade.

Results:

While the range of types of libraries supporting vision science services, education, and research is wide, all libraries, regardless of type, share core attributes, which the standards address.

Conclusions:

The current standards can and should be used to help develop new vision science libraries or to expand the growth of existing libraries, as well as to support vision science librarians in their work to better provide services and resources to their respective users.The Association of Vision Science Librarians (AVSL)—whose more than 150 members represent ophthalmology, optometry, and industry libraries throughout the world—has defined standards for its libraries since 1976 1–3. AVSL recommends that vision science libraries (VSLs) have at least one active member in AVSL. Standards for this very specialized area of library service have evolved owing to the work of librarians who, since 1937, have been developing and refining standards for their libraries 4. The standards reported here reflect the changes that have taken place during the decade and a half since the last edition of these standards were published. Changes include recommended staffing and technology, and the addition of a section addressing online access to information.AVSL convened a task force to first evaluate whether a standards revision was needed. Once it was agreed to do so, the task force guided the process of the revision, which included member surveys and discussions at meetings over the span of two years.The standards are intended to provide qualitative information such as appropriate staffing levels and collection scope, which can be used to evaluate existing vision science libraries or to develop new vision science libraries. In addition, these libraries should reflect the purpose and mission of the institution to which each belongs, and each library should have policies in place that outline the various areas to support the education, research, and patient care information needs of their institutions.  相似文献   

20.
Objective:The purpose of this scoping review is to evaluate the extent of library or librarian involvement in informatics education in the health domain.Methods:We searched eight databases from their inception to 2019 for reports of informatics educational activities for health professionals or health professions students that involved library staff or resources. Two reviewers independently screened all titles/abstracts (n=2,196) and resolved inclusion decisions by consensus. From the full text of the 36 papers that met the inclusion criteria, we extracted data on 41 educational activities.Results:The most frequent coded purposes of activities were “teaching clinical tools” (n=19, 46.3%) and “technology” (n=17; 41.5%). Medical students were the most frequent primary audience (34.1%), though 41.5% of activities had multiple audiences. Evaluation was reported for 24 activities (58.5%), only a few of which assessed short or post-activity impact on attitudes, knowledge, or skills. The most common long-term outcome was applying skills in other courses or clinical experiences. Thematic analysis yielded three areas of outcomes and issues for the library and organizational partners: expanded opportunities, technology and resource issues, and value demonstration.Conclusions:Limited published examples of health informatics educational activities provide models for library roles in informatics education. More librarians should report on their informatics educational activities and provide sufficient details on the interventions and their evaluation. This would strengthen the evidence base about the potential impact of libraries within informatics education.  相似文献   

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