Contributed Papers Session 1, 2:00-3:00pm (Salons I-III)
Student Systematic Reviews: How We Can Help (and Why We Should)
Rosie Hanneke, Assistant Professor & Information Services/Liaison Librarian
University of Illinois at Chicago Library of the Health Sciences
Salon I, 2:00-2:20pm
As the systematic review has exploded in popularity over recent years, a growing number of students – from undergraduate to doctoral levels – are choosing to conduct systematic reviews. This poses several challenges for the librarian, including most critically the question of whether we should support student systematic reviews at all, or if it is better simply to redirect students to less intensive methodologies. This presentation will offer a framework within which librarians can have productive conversations with students who want to conduct systematic reviews, rather than immediately shutting them down. I will discuss my experience teaching literature review search methods to students at UIC’s School of Public Health, and how approaching these interactions with an open mind has fostered a supportive environment and laid the groundwork for future collaborations. I will offer advice for how to successfully instruct students on proper systematic review methods while acknowledging how these may be affected by their often limited time, resources, and search skills.
Dietetic Interns’ Perceptions and Use of Evidence-Based Practice: A Pilot Study
Rachel Hinrichs, Health Sciences Librarian
Indiana University-Purdue University Indianapolis
Salon I, 2:20-2:40pm
Objective: To explore dietetic interns’ perceptions and knowledge of evidence-based practice (EBP), their use and observation of EBP principles during their clinical rotations, and their intentions to use EBP in their career.
Methods: A mixed methods protocol combining a survey and focus group was selected. Dietetic interns (n=16) from a large, Midwestern university were recruited in person and via email to participate in the survey, focus group, or both. Survey data was interpreted using descriptive statistics. The focus group discussion was recorded, transcribed, and analyzed according to thematic analysis.
Results: Five major themes emerged from the focus group data: 1) Observations and use of EBP principles as interns; 2) differences in application of EBP principles; 3) barriers to EBP in the clinical setting; 4) perceived use of EBP as future registered dietitians; and 5) EBP education methods. Interns perceived EBP as “practicing based on research” and considered it as critical for their profession and future career. Interns struggled, however, with the discrepancies between current research and practice, and highlighted the differences they observed and experienced across different clinical settings.
Conclusions: This exploratory study is the first to examine dietetic interns’ perceptions of and experiences with EBP in the clinical setting. Future research is needed to identify how dietetics educators, librarians, and preceptors can address the barriers the interns perceive in applying EBP in their internship.
Introducing Nutrition and Dietetics Undergraduate Students to a Journal Club
Marilia Y. Antúnez, Life & Allied Health Sciences Librarian
Kathy Schupp, Associate Professor of Practice, School of Nutrition and Dietetics The University of Akron
Salon I, 2:40-3:00pm
Background: Critical appraisal of the scientific literature is an integral and important part of Registered Dietitians’ practice. Can this skill be taught to undergraduate students who have not taken foundational courses (e.g. statistics)? Guided by the need to introduce critical reading skills of research articles and limited literature on undergraduate nutrition journal clubs, the authors proposed that participation in a club will enhance students’ appreciation for effective research, and increase their confidence and knowledge of evidence-based practice.
Objectives: To describe the development of an undergraduate Nutrition Journal Club that provided an overview of key concepts regarding critical reading of research articles.
Methods: A nutrition and a library faculty collaborated to establish a journal club at a Midwestern university. The club was promoted and five sessions were scheduled in the fall of 2016. Faculty members facilitated and selected articles. Food was provided before each session. Participants completed activities including identifying common elements of primary research articles. They evaluated articles using a guideline, listened to a guest speaker, and presented an article of their choice. Merits and limitations of reviewing articles, introduction to Zotero, the IRB process, and EBP were discussed. A Libguide highlighted club information. Students wrote comments at the end of each session.
Results: Ten students participated in all sessions. Assessment responses were strongly favorable. Students found learning activities helpful in making the research process less intimidating and they enjoyed the low-stress environment.
Conclusions: Findings suggested that the club was effective in introducing the review of articles to improve critical reading skills among undergraduate students.
Can This Work?: Mapping the ACRL Framework to the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Professional Nursing Practice
Jessica Sender, Librarian for the College of Nursing
Michigan State University
Salon II, 2:00-2:20pm
At Michigan State University, the College of Nursing uses the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Professional Nursing Practice as the foundation for their BSN curriculum. In fact, every syllabus at the MSU College of Nursing outlines which of the Essentials the course is meeting, providing students with a better understanding of the course and its goals and objectives. As the librarian for the College of Nursing, I am always looking for ways to more fully integrate and embed information literacy and research instruction into the curriculum, especially in ways that are easily transferable to students and their work, and easily understood for faculty. The ACRL Framework for Information Literacy provides an important outline for librarians to work from to incorporate information literacy concepts more fully into their instruction. However, I was more interested in whether the Essentials for BSN Professional Nursing Practice and the ACRL Framework could be used to complement each other, thereby making an even stronger case for information literacy embedded in the curriculum. This session will explore work undertaken to map the new ACRL Framework to the BSN Essentials, and provide takeaways to encourage other librarians from different backgrounds to map the ACRL Framework to existing discipline-specific frameworks, standards, and guidelines.
A shot in the arm: Fortifying an anemic institutional repository with faculty publication records
Matt Regan, Clinical Education Librarian
Sarah Andrews, Academic and Professional Record Database Coordinator
Hardin Library, University of Iowa
Salon II, 2:20-2:40pm
The University of Iowa Libraries has maintained an institutional repository since 2009, named Iowa Research Online (IRO). Without a deposit mandate, or a strong interdisciplinary commitment to deposit, the growth of published scholarly content within the IRO has been anemic. A recent campus-wide initiative to use Activity Insight through Digital Measures as a faculty activity reporting tool, which University of Iowa has dubbed the Academic and Professional Record (APR), afforded an opportunity to bolster that growth. Specifically, we will examine the recent collaboration of staff from the University of Iowa Libraries, the Provosts Office, campus IT, and University of Iowa Hospitals and Clinics to create a process for populating the IRO with publication records from the APR. The libraries commitment of staff to this project will allow us to create a centralized database of faculty citations using existing tools, through which we can funnel records into the institutional repository. This paper will discuss the many hurdles that were overcome, partnerships that were fostered, workflows that were developed, and anticipated challenges.
Use of an Individual Test Preparation Resource to Systematically Support DNP Curriculum
Nicole Theis-Mahon, Liaison Librarian & HSL Collections Coordinator
Liz Weinfurter, Liaison Librarian
University of Minnesota
Salon II, 2:40-3:00pm
Background: The Health Sciences Libraries (HSL) has subscribed to online test preparation resources for many years. These materials are designed for students to set up accounts for their own practice, and as such were promoted as tools for individual use. Beyond usage statistics, the library did not have a sense of the value or adoption of these resources.
Project: Faculty members in the Doctor of Nursing Practice (DNP) program were interested in question banks to support their teaching. DNP program directors became aware of how an individual test preparation product could be used as a question bank, and approached the HSL about the possibility of an institutional subscription. Though this request is not something the HSL would usually support, initial meetings between librarians and faculty in the School of Nursing (SoN) revealed that our existing exam preparation resource could be used in new ways to systematically support curriculum. Librarians and nursing faculty brainstormed and explored options to make an institutional-level subscription work for various different course-level uses. This collaboration resulted in a new model for HSL in providing administrative access to a resource to support teaching and learning.
Outcome: This presentation discusses a novel use of a traditional product. With creativity and good communication with the SoN, we were able to use our subscription to an exam preparation resource in multiple ways, thereby supporting both individual students and the curriculum as a whole and greatly increasing the value of our subscription.
Picture This! Teaching Ethical Use of Health Sciences Images
Heather Healy, Clinical Education Librarian
Mahrya Carncross, Scholarly Communications Librarian
University of Iowa
Salon III, 2:00-2:20pm
Introduction: In updating an existing images LibGuide and after the retirement of Hardin MD (a long-standing images project), we decided to create a comprehensive guide that not only provides a variety of sources of health sciences images but also gives users the background knowledge and tools they need to make reasonable decisions about image use in different contexts. The existing guide and similar resources often only advise readers to check the terms and conditions of sources presented.
Objectives: Our goal was to create a source of health science images for faculty, staff, and students that educates them about creative commons licensing, copyright protection, and public domain and how these conditions affect appropriate image use in different situations.
Methods: A Clinical Education Librarian and a Scholarly Communications Librarian are working together to create the guide. We will also use the guide to aid in teaching a face-to-face workshop.
Results: The completed guide will be presented at the October conference. We will discuss the end result, lessons learned in the process of creating it, and feedback and results from teaching with it.
Librarians in the Forefront of Promoting Events for Social Justice: Fighting Stigma, Stereotypes, and Bullying
Anna Ercoli Schnitzer, Informationist – Diversity and Inclusion
Tauman Health Sciences Library, University of Michigan
Salon III, 2:20-2:40pm
The University of Michigan’s Council for Disability Concerns (CfDC) presents “Investing in Ability,” an annual program addressing specific social issues. This series of events has multiple goals: supporting individuals with disabilities, promoting social justice, and improving the general moral climate for the campus and surrounding community. Librarians have an opportunity to take a leadership role in this outreach endeavor and on our campus they have consistently been instrumental in organizing and orchestrating this series of events, both by coordinating the Committee itself and collaborating with other campus units. Previous annual event themes have included invisible disabilities/hidden stories, accessible architecture and universal design, recovery from substance abuse, and honoring our veterans. In 2015, in conjunction with the President’s campus-wide initiative on Diversity, Equity and Inclusion, the Council’s Investing in Ability Committee, working in collaboration with the Ann Arbor District Library (AADL) and the University’s Center for Research on Learning and Teaching (CRLT), presented a series of events revolving around combatting the issues of stigma, stereotypes, and bullying, all of which are major obstacles to diversity, equity, and inclusion. Although outcomes from this project are intangible and can be determined primarily by the audience members’ evaluations submitted at each event, the feedback, to a great extent, has always been both enthusiastic and positive, strengthening the Committee’s belief that Investing in Ability. This initiative is well worth the time and effort, providing a unique mechanism for librarians to commit their energies to social justice within an academic framework.
A Resident Initiative to Develop Improved Patient Handouts In Pediatrics
Ruti Volk, Lead, Patient Education and Health Literacy Program
Heather Burrows, Pediatric Residency Program Director
Margeaux Naughton, Pediatrician and Instructor
Salon III, 2:40-3:00pm
Pediatric faculty and residents were dissatisfied with the quality of patient instructions provided to patients through the EMR, and chose this as their required Quality Improvement /Patient Safety residency project. The goals were to create high-quality, patient-centered patient instructions handouts in plain language and to improve residents and faculty understanding of health literacy precautions and patient education principles.
The librarian provided a training session to residents on health literacy and plain language writing and created an online training module with similar content for those who were not able to attend in person. After this basic training residents surveyed peers and compiled a list of high yield topics. Residents wrote the first draft of handouts utilizing a standard template that follows plain language guidelines. Faculty mentors reviewed handouts for clinical accuracy and the librarian provided a plain language review and gave feedback to writers. Handouts were uploaded to the Electronic Medical Record system. Residents created a screencast and a poster to educate their peers and faculty on utilizing the EMR system to send patient instructions handouts to print with the After Visit Summary.
Residents created 19 waiting area posters and 24 patient instructions handouts over 2 year period.
Teaching residents to create and use the materials themselves helps residents to learn what constitutes readable and effective patient-education materials. It also teaches residents to take these created materials and put them into practice in their own clinics. This process engendered a collaborative effort between resident physicians, pediatric faculty, and a patient-education librarian.
Contributed Papers Session 2, 3:30-4:30pm (Salons I-III)
EBP Online Course for Librarians: Evaluation and Application of New Skills
Deborah Lauseng, Assistant Professor and Regional Head Librarian
Emily Johnson, Regional Health Sciences Librarian & Assistant Professor
Carmen Howard, Regional Health Sciences Librarian & Instructor
University of Illinois at Chicago, Library of the Health Sciences – Peoria
Salon I, 3:30-3:50pm
Objective: Evaluate the Evidence Based Practice (EBP) Online Course for Librarians offered by University of Illinois at Chicago (UIC) Library of the Health Sciences between 2011 and 2017, including the impact on participant’s EBP-related work roles and responsibilities.
Methods: The EBP Online Course is a six-week long asynchronous course approved for 21 MLA CE hours. Past participants were sent an electronic survey asking for feedback on the course content, interest in additional EBP learning topics, and application of the course content to their EBP-related work roles and responsibilities. The survey collection will close at the end of August 2017. Both qualitative and quantitative analysis of the results will be conducted.
Results: Preliminary survey results show that course participants rated the topics of developing an answerable question and searching the literature were the most valuable content and what they most applied in their work following the course. The use of Critically Appraised Topics (CATS) was identified as the most valuable learning activity, and there is clear indication that further training on conducting and teaching critical appraisal was of future CE interest. Upon the survey closure, a full analysis of the survey responses will be conducted for a richer discussion of results.
Conclusions: This longitudinal course evaluation provides insights into the most valuable aspects of the EBP Online Course, further EBP continuing education topics of interest, and the application of participant’s new knowledge and skills on EBP-related work roles and responsibilities.
Health Science Librarians Use of Reflective Practice
Jolene M. Miller, Director, Mulford Health Science Library
University of Toledo
Salon I, 3:50-4:10pm
Objective: Reflective practice, the use of reflection to improve professional practice, is common among professions with high levels of interpersonal interactions. There is little research on librarians, and no studies specifically on health science librarians found in the literature. This study examined the use of reflective practice among health science librarians and the perceived benefits of and perceived barriers to use.
Methods: This cross-sectional study replicated the 2014 study by Greenall and Sen, who surveyed librarians and information professionals in Britain to determine if and how they used reflective practice (mental/oral reflective practice and reflective writing) in their professional work. This research used a modified version of their questionnaire. The research population in this study was health science librarians, primarily working in the US, who are members of MEDLIB-L, MLA Chapter, and/or MLA Section email lists. An email sent to these lists invited health science librarians to complete the online questionnaire.
Results: There were 106 librarians who completed the questionnaire, with 88% of respondents reported that they consciously spend time reflecting. They selected a wide variety of benefits of reflective practice; barriers tended to center on lack of time and lack of knowledge.
Conclusion: The wide range of benefits identified by respondents suggest that reflective practice can and does play a role in improving practice of health science librarians. Reported barriers to reflective practice suggest there is a need for librarians to learn about reflective practice.
Mentoring the Next Generation of Librarians
Tiffney Gipson, Head of Collections, Clinical Librarian
University of Louisville Kornhauser Health Sciences Library
Salon I, 4:10-4:30pm
Mentoring programs within the library can have a great impact on both new and potential librarians. While many librarians have personally benefited from mentoring relationships, some argue that the next generation of librarians may not respond to traditional mentoring techniques. The literature suggests that many of the mentoring tools that worked so well in the past do not seem to resonate with millennial librarians. For example, traditionally the “baby boomer” generation may have had a few separate mentoring relationships throughout their career whereas the millennial generation may respond better to multiple, simultaneous mentoring relationships. As the “baby boomer” generation of librarians are preparing for retirement, many millennials are just discovering the field of librarianship. Research shows that as many as 60% of the “baby boomers” will retire by 2025 taking with them much of their knowledge, training, and experience all of which could be used to help mentor the next generation of successful librarians.
This presentation will discuss the personal impact that mentorship has had on me as a millennial librarian recently entering the field of librarianship. Also included is a discussion of recent research findings on different types of mentorship relationships and techniques that can be useful for reaching the next generation of librarians. In conclusion, the presentation will highlight some of the benefits of mentorship, which include using it as a retention tool, a teaching experience for both parties, and an opportunity to motivate continuing education.
“Rethink, Redo, Repurpose”: Transforming Library Space to Meet Clients’ Needs
Stevo Roksandic, Regional Director of Library Services, Mount Carmel Health System, Columbus, OH
Allison Erlinger, Reference Librarian, Grant Morrow III MD Medical Library, Nationwide Children’s Hospital, Columbus, OH
Salon II, 3:30-3:50pm
Objective: Considering current trends and user demand, we set out to redesign our physical space and website to meet the needs of our diverse user population and optimize our services within the digital information environment.
Methods: Based on observation of user behaviors and recommendations gathered through discussion with our users about their needs, we redesigned, renovated, and re-purposed the library’s physical and digital spaces in order better serve the needs of our users, focusing particularly on the needs of millennials.
Results: This project resulted in the creation of newly designated spaces such as the Mother’s Room, Clinical Assessments Room, Audio-visual/Presentation Practice room, Prayer space, Creative Station, and Physical Exam Practice Room. Additionally, the library spaces at other operating sites were transformed from “classic” library environments to Virtual Library Commons. Changes in the digital space included updating the language on the library website and making it mobile friendly, streamlining the remote access login process, and adding a charging station. Following the redesign, our evaluation of actual usage and user feedback demonstrated the positive impact of these changes. The physical transformation was completed within the existing architecture, demonstrating that limited financial resources empowered with the strong vision and collaborative partnerships transformed an outdated library “from a caterpillar into a butterfly.”
Conclusions: This imaginative and purposeful transformation made both our physical and digital spaces more user friendly and enhanced their functionality, demonstrating that effective and efficient user centered changes can enhance the role of health sciences libraries in the digital age.
Journal of Regional Medical Campuses: Librarian and Medical School Collaboration Developing an Open Access Journal to Address Scholarly Publication Mandates and Unrepresented Journal Markets
Connie Bongiorno, Clinical Information Librarian
Emma Molls, Publishing Services Librarian
University of Minnesota
Dr. Paula Termuhlen, Regional Medical Campus Dean, University of Minnesota, Duluth
Salon II, 3:50-4:10pm
With executive medical leadership calling for increased scholarly publication mandates and representation in higher impact journals, medical faculty are struggling to meet teaching, clinical, and publishing requirements. One group deeply impacted by this initiative are Regional Medical Campuses that are isolated from the overall University. This led to the overall concept plan by the new Clinical Information Librarian and Liaison. The objective was to produce an open access journal that would give faculty the opportunity to contribute content and highlight NIH funded research that would be indexed the National Library of Medicine repository through PubMed Central. Opportunities for faculty, students, and librarians was solicited beyond content to also address editorial experience, board responsibilities, and continuing education opportunities. The journal specialty was proposed to address U.S. and Canadian regional medical campuses and was endorsed by the Regional Medical Campus Group of the AAMC. The same objective applied to the University of Minnesota (Duluth) would now be applied to the 115 campuses in the U.S. and Canada.
In the overall method of the project, the Clinical Information Librarian held an information session with the faculty, fellows, and participating students regarding opportunities for increased scholarly publications through one of her suggestions of an open access journal. The idea of an open access journal was well received which lead to a development meeting with the Dean of the medical school. Subsequent development meetings were scheduled and the proposal was presented to the library publishing team. This team collaboration continued to meet, establish guidelines, and further detail the timeline and process. At the same time the medical faculty continued to present the concept and solicit feedback at conference meetings of the AAMC. The Clinical Information Librarian remained the catalyst to the project linking both the publishing team and the regional medical campus. Her role continued and she was established as an editor and a member of the board. The collaboration continued with strong support and expertise of the publishing team. More librarians were now involved and taking leadership roles to bring the journal to fruition. Funding for the open access journal was part of the library and addressed our search for scholarly research that was freely available.
With the need for the specialty medical journal to address specific medical campus needs, the project was approved. Workshops were added to the Duluth campus to address publishing, writing systematic reviews, errors in publishing, and journal impact factors. Journal publishing clubs were established with co-authorship of the Clinical Information Librarian to prepare for leadership of the journal and submissions in general. Content areas of the journal were established all with buy-in from the group at the AAMC. Submission site and policies and procedures have been established to meet NNLM requirements.
To conclude, the collaboration of the Regional Medical Campus Journal addressed not only a scholarly mandate and increased tensions for faculty and researchers to publish, it joined together a team to look at new roles and responsibilities. Librarians not only could lead the team, but give faculty, researchers and students tools to meet this requirement while serving on the board and as editors. The unmet need by the topic and the endorsement by the AAMC further solidified the acceptance of the overall objective and methods. Meetings, plan, timeline, and details are all documented and sharing this information could assist those also addressing scholarly publication mandates.
Tracking M1 Students’ Citations
Jenny Taylor, Assistant Regional Health Sciences Librarian
University of Illinois at Chicago
Salon II, 4:10-4:30pm
For two years, organizers of the UIC College of Medicine in Urbana required students to present a case including a written summary handout utilizing cited resources. Working with faculty, the library examined the sources students used in preparing their handouts in order to gain an understanding of how students searched for and analyzed information. The citation data, coupled with student interviews, gives faculty and librarians a picture as to the information literacy skills of first year medical students. The data show that students too frequently turn to the internet as their first stop for medical information, coupling it with that they learn in class. They recognize they do not know much about searching for medical literature from the library, but desire instruction in this area integrated into their coursework. This presentation will give an overview of the course work relating to the library, the citations tracked, interviews, and recommendations for librarians/faculty at medical schools.
Directing Patients to Certified Health Information Resources Online
Amy Hyde, Patient Education Informationist
Karelyn Munro, Patient Education Resources Coordinator
Ruti Volk, Lead, Patient Education and Health Literacy Program
Salon III, 3:30-3:50pm
Objective: 72% of internet users say they looked online for health information of one kind or another within the past year. A centralized “clinician-certified” online resource makes it easy for clinicians to refer their patients to web-based patient education materials without concern that their patients are receiving unreliable or misleading information.
Methods: The Patient Education and Health Literacy Program (PEHL) at Michigan Medicine maintains a database of patient education materials approved to be used in our health system. The database called, Care Guides from Your Clinician, includes materials created in-house at Michigan Medicine, as well as external materials which have been reviewed and approved by UMHS experts. Websites, print materials, videos and apps are included. A submission and approval process ensures materials follow plain language and health literacy guidelines and are branded properly.
Results: The site includes over 1,600 materials created by our experts and over 1,300 approved materials from other organizations. 90% of users are from the United States and 77% of US users are from Michigan.
Conclusions: The Care Guides site enables patients, families and the general public to access the same database our clinicians use to provide patient-education at the bedside or the exam-room, including patient instructions used in our Electronic Medical Record System. This system ensures consistency of patient education across the continuum of care.
Designing a Website for a 21st Century Health Science Library
Lauren Robinson, Emerging Technologies Librarian
Jessica Petrey, Clinical Librarian and Instructor
University of Louisville
Salon III, 3:50-4:10pm
In fiscal year 2016-17, University of Louisville Libraries began the transition from Plone Content Management System (CMS) to LibGuides CMS for websites hosting and management. This transition provided Kornhauser Health Sciences Library the opportunity to fully redesign our website to be more user-friendly, efficient, and visually appealing. To evaluate the efficacy of the new website in meeting these goals, we designed a usability study examining both versions of the site for efficiency and accuracy of information retrieval. This usability study was primarily administered in survey format; as participants from multiple health science disciplines completed specified tasks, their accuracy, time to completion, and reaction to the sites were measured. This presentation will explore the transition, the design and implementation of a comparative usability study, and the resulting changes. In addition, the presenters will provide a tips and tricks portion where attendees can learn simple CSS to enhance their own websites and LibGuides.
Building and Using an Assistive Tech Collection
JJ Pionke, Applied Health Sciences Librarian
University of Illinois at Urbana-Champaign
Salon III, 4:10-4:30pm
Assistive Technology has been around for centuries from eyeglasses to Alexa. Libraries have provided technology to our patrons as a way for patrons to have either access to technology that they cannot afford or for them to try before they buy. Often, our patrons will use the technology in ways that we might not have expected from enlarging text to make it more readable to using the computer as a way to troubleshoot/program/hack other devices to be more useful. While libraries and patrons a like might not articulate that they are experimenting with technology as a way to provide assistance for disabilities, that is often exactly what is happening. As the discussion with the library community continues to evolve around disability and how to provide services to people with disabilities, there is a renewed interest in creating loaner collections of assistive technology such as Livescribe pens, PEARL cameras, and other options. This paper will explore not only the logistics of creating an assistive tech collection but also some of the ethical considerations in doing so through the discussion of a small case study at the University of Illinois at Urbana-Champaign. Outcomes include a deeper understanding of issues around creating an assistive technology loaner collection and some tips for starting discussions within one’s library.