Proposed MLA SIG: Interprofessional Education

Share your opinion by Tues. July 1!  Contact Nandita Mani (nanditam at umich dot edu) & Deborah Lauseng (dlauseng at umich dot edu).

MLA Interprofessional Education (IPE) SIG Proposal June 24, 2014
IPE Statement of Purpose: Interprofessional Education (IPE) occurs when “two or more professions learn with, from and about each other to improve collaboration and the quality of care”* The IPE SIG will facilitate communication and increase awareness of how MLA affiliated information professionals integrate and build partnerships with health/social science schools and divisions that foster IPE. The IPE SIG will aim to explore trends and implications for those engaged with IPE in their respective role(s).

Goals:
● To provide a venue where information professionals can share knowledge and
experience related to IPE activities and engagement.
● To facilitate use of best practices when coordinating or participating in IPE initiatives.
● To provide opportunities for IPE SIG members to learn more about integration and
participation in IPE curricula and its place in the accreditation structure of many licensing
bodies.

Rationale: The very nature of IPE conveys the interconnected nature of the health and social sciences and how curricula and research opportunities can be built to foster collaboration. The IPE SIG is unique and requires its own venue for discussion as it includes discussion around a multitude of components; and not one specific area of focus such as expert searching, systematic reviews, or library curriculum. IPE encompasses a holistic perspective in how information professionals can participate in a collaborative process that includes teaching, learning, research, informatics, and much more. IPE includes a variety of needs, opportunities, and requires expertise from Library information professionals from a variety of environments and who hold many different roles.

Anticipated Membership: It is anticipated that membership in the IPE SIG would include
MLA affiliated information professionals from academic, hospital, and special libraries. In
addition, those with a role in education, research, and informatics will find this SIG relevant to their work.

CoConveners:
Nandita Mani, PhD, AHIP, and Deborah Lauseng, AMLS
University of Michigan, Taubman Health Sciences Library
*Centre for the Advancement of Interprofessional Education. IPE Definition. Retrieved from: http://www.webcitation.org/query.php?url=http://www.caipe.org.uk/aboutus/
definingipe/&refdoi=10.1186/147269201452

W. Oct 16- FREE Online Conference- The Digital Shift: Reinventing Libraries

See more at: http://www.thedigitalshift.com/reinventinglibraries/


The Digital Shift: Reinventing Libraries
Library Journal | School Library Journal Online Event
October 16, 2013
10:00 am – 5:00 pm ETOur 4th annual online event is back with a dynamic new format, featuring programming designed to take libraries into the future to better serve their community’s evolving needs.The Digital Shift: Reinventing Libraries will offer thought-provoking discussions and actionable solutions to some of the biggest challenges libraries are facing, including rethinking collections, engaging the community, and helping students and patrons learn. The program will feature insights on managing new technologies and services; the latest developments in ebooks and streaming media; optimizing discovery; and much more!

Our expert speakers and panelists will present innovative ideas and actionable solutions for and from libraries of all types – school, academic, and public.

Program tracks will focus on three key areas:

 Community: Programming, Support, and Resource Sharing

 Instruction: Helping Students and Patrons Learn

 New Collections, New Content: Beyond the Container

This free, full-day online event will feature an inspiring keynote on“Libraries and Connected Learning” from professor, anthropologist, and author Mimi Ito; a forward-looking panel of thought leaders from the DPLA, University of Illinois at Urbana-Champaign, Gates Library Foundation, IMLS, and ALA; and a Who’s Who of library professionals from across the US and Canada.

Sessions include:

 Learning 2.0 Meets MOOC: Professional Development Evolves

 Flipped School Libraries

 The Community Joins In: Library Maker Spaces

 eCollections: Beyond Novelty – Focusing in on Collection
Development, Self-Publishing, and eMagazines

The Digital Shift: Reinventing Libraries (#TDS13) brings a national library conference right to your desktop computer, laptop, tablet, or mobile device, complete with:

 The Exhibit Hall: learn about the latest products and innovations
from our sponsors

 The Librarians’ Lounge: network with library professionals from
across the globe

 A Tote Bag: Download all of the presentations, handouts, and
promotional information you want

Registration for the live event is FREE and includes 3 months of access to the event archives on demand, including the presentations, information and handouts from the show, so sign up today!

Want to go to Istanbul? Present at the European Conference on Information Literacy!

Even if you’re not an academic health sciences librarian, information literacy is important to your patrons!  It’s about the learning process, not just searching in a database.  An information literate person will have the  ability to recognize a problem or question, find information, appraise the information, understand ethical/legal implications, and use it to accomplish something.  Sound familiar?  Yes, it’s basically the same steps as evidence-based practice.  EBP is information literacy in a new setting- in the hospital, in the doctor’s office, in a laboratory, in a dentist’s office.  So take a chance, submit a proposal!  You have till December!

European Conference on Information Literacy (ECIL) www.ilconf.org<http://www.ilconf.org/>

October 22-25, 2013, Istanbul, Turkey

ECIL is Organized by the Department of Information Management of Hacettepe University and Department of Information and Communication Sciences of Zagreb University. It is an international conference supported by Turkish National Commission for UNESCO, Information Literacy Section of IFLA and many other prestigious universities, associations, and organizations actively involved in media and information literacy.

Aim & Scope

Information Literacy, Media Literacy and Lifelong Learning being the main theme, ECIL aims to bring together researchers, information professionals, media specialists, educators, policy makers, employers and all other related parties from around the world to exchange knowledge and experience and discuss current issues, recent developments, challenges, theories, and good practices.

Important Dates

First Call: July 2012
Second Call: October 2012
Third Call: December 2012

Submission deadline for contributions: 1 February 2013
Notification of acceptance: 5 April 2013
Deadline for submitting final versions: 15 May 2013
Conference sessions: 22-24 October 2013
Conference tour: 25 October 2013

Abstract & Paper Submission

The conference will be composed of several types of contributions, such as full papers, posters, PechaKucha, best practices, workshops, panels, special sessions, doctoral forum, each has different requirements and restrictions regarding the length, time allocation and content. Contributions should be prepared using the templates available through the Conference web site and submitted electronically via the conference management system by February 1, 2013. Contributions will be peer-reviewed and the authors will be notified of the outcome by April 5, 2013. Final copies of the accepted contributions should be sent in by May 15, 2013, in order for them to be included in the book of abstracts. Selected papers will be published in proceedings book and refereed journals. At least one of the authors should register online via Conference web site and take part at the conference.

Paper Presentations: Stephanie Schulte’s “Teaming Up with Nursing to Put Evidence into Action at an Academic Medical Center”

First, the abstract:

Teaming Up with Nursing to Put Evidence into Action at an Academic Medical Center
Michigan, 11:00am-11:50am
Presenter: Stephanie J. Schulte, Assistant Professor, Education & Reference Services Coordinator, OSU Health Sciences Library, Columbus, Ohio
Authors:

  • Stephanie J. Schulte, Assistant Professor, Education & Reference Services Coordinator, OSU Health Sciences Library
  • Susan Bejciy-Spring, Director, Nursing Evidence Based Practice and Standards, The Ohio State University Health System
  • Jill Niese, Manager, Nursing Evidence Based Practice and Standards, The Ohio State University Health System

Evidence in Action (EIA) Rounds is a clinical nursing initiative at The Ohio State University Health System that provides unit-based interactive forums to assist nurses in exploring best practices in the management of a selected patient. Facilitators of EIA Rounds include two health system nurse leaders in evidence based practice (EBP) and a nursing liaison librarian. Facilitators team up with unit nurses caring for the patient to define evidence-based practice, use an evidence-based approach to answer clinical questions, and explore the best available evidence related to a specific patient. Using nursing sensitive indicators and the Iowa Model of Evidence Based Practice as a guide, the facilitators review details of the case and note clinical questions from the care team, search appropriate internal and external resources for evidence, and return to discuss their findings. The evidence, or lack thereof, is placed in the context of the selected patient. Gaps in policies and procedures and evidence from the research literature are all discussed in a non-punitive manner. If gaps are identified, the EBP nurse leader facilitators have the authority and means to revise policies or create new policies if needed. This presentation will explore the librarian’s role in this unique collaboration aimed at putting best practices into action. It will also discuss the outcomes and challenges encountered in the process.

What follows are my notes from Stephanie’s awesome talk on her experience working with staff nurses in “Evidence in Action Rounds.” (Disclaimer: I took these on my 1st gen iPod Touch.  I’ve tried to clean them up somewhat.  If the presentations get posted at some point, we’ll be sure to link to them!  And if you attended the session and want to add anything, please feel free to do so in the comments!)

At Stephanie’s institution:

  • Culture of EBP
  • various nursing practices and positions and programs to support.
  • Clinical practice guidelines committe (Stephanie is on).
  • Lots of educational initiatives.

Stephanie provides nursing CME support.

“Evidence in Action” (EIA) nursing rounds:

  • A way to integrate internal & external best practices
  • These are non-punitive, which needs to be made very clear because there is some fear.
  • How it works: nurse leader identifies a unit to work with through staff nurse contacts.
    • Day 1: nurse leader and librarian meet with unit manager, who identifies a patient. Together they create clinical questions while looking at chart, using indicators. EBP nurse leader and librarian “divide and conquer” to search the literature.
    • Day 2: return with results, review indicators etc, with the unit nurses. Go over answers to the clinical questions and the resources used.  Usually there are still lots of gaps at the end – these can be addressed through policy changes etc.

EIA tools:

  • Nurse sensitive indicators
  • Iowa model of EBP: forming a question, forming a team (top half of model)
  • Johns Hopkins nursing EBP scale

How she got involved:

  • Result of construction, she had to get out of the space which provided an excuse to get out on the floors.
  • Contacted the director of EBP.

Example: “The power of 1”: one patient can influence the care of many.  Nephrostomy tube example led to policy change and a poster with the nurses involved.  The poster is being presented at national nursing conference!

Challenges:

  • Scheduling!! Turnaround time for searches is FAST.

HeLP MN Seniors

Session 6

HeLP MN Seniors: an evidence-based health literacy program for seniors

Anne Beschnett, Outreach Librarian, University of Minnesota Health Science Libraries

Anne presented on experiences with the HeLP MN Seniors (“Health Literacy Program for Minnesota Seniors”), a project done through a partnership between the University of Minnesota Health Sciences Libraries and the Minnesota Health Literacy Partnership and funded through an NLM NN/LM subcontract.  Community partners, including Boutwell Landing Senior Living (where the project was pilot tested) were also key to the project’s success.

Anne presenting
Apologies for the low light!

Anne first gave some basic health literacy information, e.g., that low health literacy is associated with poor health outcomes.  She also shared some of the motivation behind this particular project: seniors have lower health literacy than all other age groups, while in 2009, studies showed that 38% of seniors are using the Internet to find health information.  While that number seems low, it was 18% in an earlier year (maybe 2005?), so it’s certainly a growing part of the population.

The purpose of the HeLP MN Seniors project was to create and pilot test health literacy workshops, creating resources and a curriculum that could be used by other health literacy educators throughout the state and beyond.  They created 2 workshops, each 1.5 hours long.  The first workshop focuses on communicating with providers and teaches seniors how to go into medical appointments well-informed and able to ask questions.  It incorporates the idea of “Ask Me 3,” which encourages the patient to leave an appointment with the answers to “What is my main problem? What do I need to do?  Why is it important for me to do this?”  The second workshop is designed to teach seniors how to search for health information on the Internet, and Anne personally became convinced of the need for this course when one of her pupils asked her “why would would anyone put anything bad on the Internet?”

After talking about the workshops that were the end product of the project, Anne talked a little about the whole process with the intent of providing some info for those who are interested in doing something similar.  The project began with a needs assessment using focus groups.  One of the interesting things that came up was that the seniors often felt worried about their friends’ health literacy skills rather than their own; why that might be is an interesting question.  Anne also noted that a side lesson learned at this point was the importance of good facilitators for keeping the conversation on track!  As a result of the needs assessment, current health topics and drug info were added to the curriculum.

The workshops, piloted at Boutwell, had both pre- and post-evaluation questionnaires.  Originally, they had hoped to do multiple choice in order to also measure health literacy levels, but when those took more than 1/2 hour, they switched to a Likert scale.  Questionnaires were given before and after each workshop.  The project team also hoped to have a post-pilot focus group, but when no one attended (the scheduled time competed with some important social activities!), they sent out a survey which had a 55% response rate.  The survey results, mostly positive, led to some changes in the curriculum, including removal of redundant information & unused tips as well as a lot of background info (which was deemed important for the motivation driving the project, but not as important for the seniors themselves to know).  They also made the materials prettier.

The end result is a curriculum, with the full workshop presentations and scripts, along with support materials that provide information on how to customize the content (for instance, making the workshops shorter, which was also helped, for better or worse, with the ending of Minnesota GoLocal).  The team is now in the process of marketing the materials around Minnesota and beyond.

So if you want to step up, step forward, and try HeLP MN Seniors for yourself and your patrons, check out http://www.healthliteracymn.org/resources/help-mn-seniors!

Seeking….

Preferred Academic Formats in an Academic Center
Ebook definitions have progressively changed with emerging technology. There is still no universal accepted definition, however there are similarities that exist within the myriad definitions. Many of these similarities focus on the types of ebook formats.
This study addresses the specific needs of the users and assist the health science libraries in the selection and delivery of the preferred format of the product. This study was broken into three formats; print, electronic, and PDA’s. The types of books were generally focused on what was available, which were health-related textbooks that had images/graphs (some of the books used were Harrison’s Internal Medicine, Manual of Laboratory & Diagnostic Tests, and more that this blogger was unable to type fast enough)
The study started with an orientation, which included a pre-survey that was broken into age groups and PDA ownership prior to the study. A majority of the study participants fell between the 26-35 year range and most of those that had used PDAs were generally aware of the university’s ebook collection. However, only 9 out of the 16 used the ebook resources. Not surprisingly, most of the participants used the electronic resources within the academic atmosphere and within the hospital.
Ultimately, the results demonstrated that the university should continue to purchase web-based resources. Slides from the presentation will soon be posted

Preferred Academic Formats in an Academic Center

Knowing the resources and tools that patrons use is an important issue for any librarian that handles collection development. Not only does it determine what resources the library should offer, but also it creates an awareness as to whether the users understand the resources available.
This study used Survey Monkey to conduct and analyze the results. The survey consisted of 11 questions, cleverly had prize drawings as incentives to participate (the main luring device, because who can ignore a free prize), links were posted on the HSL home page, and the survey was promoted by liaisons to various departments.
An impressive 331 users completed the survey, graduate students and faculty occupied a majority of the respondents. So what did they learn?
The most popular way to access information was PubMed and Ovid. With Medline access, most patrons were familiar with PubMed and used both PubMed and Ovid. Surprisingly, specialty databases like PsychInfo did not have nearly as many users as expected.
While other databases were surveyed, they were not utilized nearly as much as PubMed/Ovid. Other databases included ISI, CSA, and Ebsco. It was mentioned that patrons were having trouble finding links to the less-used databases, which was noted as a future way to better promote the resources
And while the patrons used Google and Google Scholar, only a small portion use the full-text linking through Google Scholar.
The eventual application of these findings include instructional (departments and open classes through the library. This helps focusing their efforts to training—especially with the new PubMed interface), collection development, and reference (what, in addition to PubMed, would patrons use)
Information Needs and Behaviors of Young Breast Cancer Survivors.
Cancer is not a death sentence, but the term “survivor” can be misleading. Being a survivor may indicate that one is cancer free, however that does not include the risks for short-term and long-term quality of life issues. The goal of this study was to examine the information seeking needs and behaviors of young breast cancer survivors by determining whether these survivors have triggers that influence the desire to seek information
A good example of a trigger that influences that information seeking desire: if someone is very depressed, is she more likely to seek information?
Although this study didn’t demonstrate that there is a significant correlation between information seeking needs with psychosocial variables, the focus of the study was on young breast cancer survivors that had been symptom free for several years. Not surprisingly, 58% of the participants did not know about Medline. Most of the group either used Google or go to their health care providers for information. This implies that librarians need to enforce information literacy to physicians—especially since most of these women did not use the library for help finding information.
Find, Retrieve, Analyze and Use: Information Literacy Trainings for the Public Health Workers
What is competency? Generally it is an applied set of skills and knowledge that allow people to perform specific work. So when it comes to emergency preparedness, naturally one would want these workers to have a high health competency level. Unfortunately, that is not necessarily the case, thus there needs to be an effort for librarians to collaborate with health workers through training activities.
Training does not come through grants or contracts from CDC to local health departments. As a workforce development issue, the NLM recognize this and have provided resources for librarians, but not necessarily for public health workers. Only by librarians promoting and training can these workers become more competent within information literacy
Library workers of the NNLM-GMR can receive funding to ensure access to biomedical information and improve access to online health information for the public health workforce

Screencasting a Wide Net

My first “official” CE at an MLA meeting was this past weekend, during the Midwest Chapter of the Medical Library Association Meeting in Troy, MI. When I saw that the class Screencasting: How to Create Effective Instructional Video Content was one of the CE’s available, I was excited. Scott Garrison from Western Michigan University in Kalamazoo was our instructor.
The class was held off-site at the Beaumont Royal Oak Hospital Computer Lab down the street from the meeting hotel. It held promise to be a fun-filled day as you will see below – we had a most interesting ride to the site:
Fancy Ride In the photo you can see instructor Scott Garrison and on the right, Jonathon Koffel from Hardin Library for the Health Sciences at the University of Iowa. This was more of a party bus – and at 7:45 am, I don’t think any of us were in THAT much of a party mood. It made for a good ice-breaker!
What I really enjoyed about this class: spending time looking at different instructional design methods like Blooms Taxonomy, the ADDIE method and then took a look at what exactly IS a screencast. As Scott explains in class:

A screencast is a recording of actions a person performs on a computer screen, to demonstrate a computer-based task or set of tasks to others.

Note Taking during Screencasting
We discussed the different software packages and websites that help to create a screencast. Some examples: Jing, Camtasia, and Captivate. The focus was on using Captivate which I have had some experience using in a previous work life.
Scott teaching Screencasting
I think discussing the pedagogical elements prior to creation was so crucial to a successful screencast. Evaluation was also covered – and various means of doing so like using SurveyMonkey.
If you get a chance to participate in a class that covers this topic, I would definitely suggest considering it. Take a look at how you are delivering short informational/instructional content and see if screencasting might help you to achieve this more effectively.
Max Anderson
Technology Coordinator
NN/LM GMR
max@uic.edu
1-800-338-7657

Connecting with SLIS Students

Last week, your intrepid blog editor exhibited for the Midwest Chapter at the Kent State University School of Library and Information Science Library Careers Night.
Tabletop.JPG
I was joined at the Midwest Chapter table by two of my fellow medical librarians from the Cleveland Clinic Alumni Library, Gretchen Hallerberg and Barb Anderson. We had a great time talking to students about careers in medical librarianship. (AND we got a free dinner!) The Midwest Chapter offers FREE student memberships, so I handed out quite a few membership applications. I’ll be interested to see how many students join the chapter. I talked a lot about our Annual Meeting Scholarships. Since I am a Kent State alumna myself, I would love to have a Kent State student attend the Midwest MLA / MHSLA 2008 Conference. I told everyone who visited our table what a great value our annual conferences are, with two days crammed with quality programming, great special events, and so many opportunities for networking. The $500 scholarship easily will cover the cost of the conference and two nights at the conference hotel.
CareerNight.JPG
One nice thing about being in Kent for the evening was being able to visit with my son who is a KSU sophomore. It was nice to have some help tearing down the exhibit! And collegian son was able to snag some of those free OCLC pens from George across the aisle.
Mom&Son.JPG

Breezy Day

Today I attended the Breezing Along with the RML session Developing and Marketing an RSS Journal Service for Your Library. Is “attended” is the correct verb? Participated? I’ve never used that online presentation software before and it seemed to work fairly well. We could simultaneously see the presenters, their PowerPoint presentation or internet screen, comments and questions from the participants. I couldn’t read the smallest print on the presentation slides on my screen, however. Having to use the phone for the audio portion of the session seems so awkward to me.

MCRUpdate.JPG

I saw the presentation in Omaha and wanted to listen again so that I could get more details. Taking one of their ideas, I’m setting up a demonstration feed reader account to show to some of my library users. Right now I’m setting it up with the table of contents feeds from the the library’s surgery journals. I’m amazed to find that the Elsevier journals do not seem to have a table of contents feed. Am I missing something here? I might just have to set up a feed from PubMed for those journals. Anyone out there have a better idea?