Thursday, Session A
Lynn Kysh, firstname.lastname@example.org
University of Southern California, Norris Medical Library & Children’s Hospital Los Angeles
In August of 2015, first year medical students were introduced to PubMed through a flipped classroom module built around six interactive video tutorials that were followed by a ninety minute in-person session. Lessons that were learned from designing and implementing this curriculum from the previous year will be highlighted and linked to changes that were made for the current year. Data from student surveys and exam performance will be presented to demonstrate the success of the continued use of the flipped classroom. Participants will leave the session with a better understanding of the flipped classroom and better prepared to create their own successful curriculum in health sciences without completely flipping out!
Xan Goodman, email@example.com, Cheryl Perna, Pamela M. Juniel, and Rachelle Weigel
University of Nevada, Las Vegas
This paper will describe a partnership between a nursing faculty member and a health sciences librarian to improve capstone papers submitted by Baccalaureate Nursing students in the last semester of their program. Academic health sciences librarians will find the description of partnering and applying evidence-based librarianship in the classroom informative, specifically for academic librarians who struggle with the question of, should librarians teach APA? This project involved: an instruction intervention, developing a rubric, scoring capstone papers and developing supplementary materials to support the capstone assignment.
The nursing faculty member noticed that the APA errors in capstone papers were egregious. To improve this, the health sciences librarian taught an active learning library instruction intervention session that all students attended. Capstone papers were collected (N=90) over the course of six semesters from Fall 2012 to Summer 2014. Of those papers, 54 were pre-intervention and 36 were post-intervention. To evaluate the intervention, the research team evaluated the students’ capstone papers using a rubric developed by the authors to examine adherence to APA (title page, in text citation and reference page) and quality of sources selected.
Final results showed some improvement in post-intervention papers. An additional result was the development of supplemental materials by the research team, including: a chart of common credible sources such as, QSEN, TJC and other standards students might commonly use when writing an evidenced based capstone paper, a list of most commonly seen citation errors and a list of the most frequently cited peer reviewed journals for capstone papers.
Min-Lin Fang, Min-Lin.Fang@ucsf.edu
University of California at San Francisco
The ever-evolving technological landscape has significantly impacted how students learn and access information. This presentation highlights the author’s experience using reflective teaching practices to understand and meet the needs of students in a unique, one-year online Master’s of Science in Healthcare Administration and Interprofessional Leadership (MS-HAIL) at the University of California San Francisco.
Prior to the launch of the MS-HAIL program in January 2014, the UCSF School of Nursing (SON) offered academic programs in Master’s of Science, Master’s Entry program in Nursing, PhD in Nursing and PhD in Sociology. Educating the new MS-HAIL program cohort had its challenges. Many students come back to pursue graduate school after years of working. As such, the level of their computer literacy varies, impacting many students’ abilities to develop essential literature search skills. The presenter shares her experience collaborating with faculty and using reflective teaching practices to enhance her competence as an educator to enhance students’s learning experience and capacity to achieve academic success. This presentation will detail the cycle of reflective teaching strategies for improved student learning outcomes: Plan–>Act –> Collect Evidence from faculty and students -> Analyze Evidence->Reflect->Plan again. Through continuous self-evaluation and solicitation of feedback from faculty and students, educators can keep a pulse on unique student needs and respond with tailored teaching practices that enhance students’ learning experiences and academic performances.
Claire Sharifi, firstname.lastname@example.org
Gleeson Library, Geshke Center, University of San Francisco
The Institute of Medicine notes that all nurses should integrate environmental health into their education, practice, research, and policy efforts. However, environmental health is poorly incorporated into nursing curriculum, and new nurses are ill prepared to address environmental health problems. This paper reports on the in-process creation of EnviRN-Evidence, a self-paced, online tutorial for nursing faculty, nursing students, practicing nurses, health science practitioners, and health science librarians. EnviRN-Evidence will introduce users to the relationship between environmental exposures and health outcomes, and to the National Library of Medicine’s TOXNET® resources. Environmental health topics covered during the tutorial include lead poisoning, perchloroethylene exposure, occupational asthma, and health effects of hydraulic fracturing (fracking). The topic specific lectures are supplemented by instructional screencasts on relevant NLM environmental health information resources, including a TOXNET®, ToxTown, HSDB, HazMap, and LactMed.
In addition to introducing and demonstrating the EnviRN-Evidence tutorial, the presenter will discuss the creation process. The online tutorial was created using both Adobe Captivate and screencasting tools, and is the product of an interdisciplinary team consisting of a librarian, an environmental health expert /School of Nursing faculty member, an instructional designer, and a practicing nurse. Attendees to this session will be able to utilize and promote the tutorial in their own institutions, the presenter will describe the challenges and benefits of working with an interdisciplinary team, and the lessons learned throughout the production process. EnviRN-Evidence is being created with funding from the National Network of Libraries of Medicine Pacific Southwest Region’s Express Outreach Award.
Thursday, Session B
Eve Melton, email@example.com, Sara Pimental
The ability to discover and use information resources is essential to library users. Due to the ever-growing number of databases and online resources available through the library, our patrons have begun to feel increasingly frustrated. In response to our patrons’ difficulty in locating and navigating our numerous resources, we chose to purchase and implement a discovery tool to enable our patrons to perform searches in a single interface. Selecting, building, implementing, and marketing the discovery tool required collaboration across the library system. Essential to the implementation is an understanding of the primary resources your organization purchase and how they will function within the discovery tool. Since deployment of the discovery tool in July 2015, we have had a significant increase in usage with an average of 3,200 sessions, 100,000 searches and retrieval of 2,700 articles per month. We attribute the increased usage to the ease of use, single search platform, and intuitive features offered to our patrons by the new tool.
Sarah McClung, University of California – San Francisco, firstname.lastname@example.org; Rikke Ogawa, University of California- Los Angeles; Bruce Abbott, University of California- Davis
Objectives: The planned discontinuation of MDConsult by its publisher, Elsevier, caused the subscribing large consortial system to make decisions regarding whether or not to migrate to ClinicalKey, MDConsult’s successor, and how to communicate those changes to the platform with our users. Methods: The system’s health sciences selectors spent several months evaluating usage reports, title lists, pricing, and content access options, as well as negotiating with Elsevier representatives, in order to make an informed decision about migrating to ClinicalKey. In anticipation of the ClinicalKey offer falling through, each campus prepared a contingency plan, which included communication with campus stakeholders and steps to fill in collection gaps through journal subscriptions and book purchasing. Results: The system ultimately decided not to subscribe to ClinicalKey due to the untenable cost increase and unfavorable content model. The contingency plans were put into place at each campus. Journals were added to the multi-campus contract and some campuses selected ebooks on alternate platforms, while others decided to purchase only print copies. Regardless of method; however, there have been remarkably few complaints, to date, from our users as a result of losing a top clinical resource. Conclusions: Our largely positive experience unsubscribing from a large, well-known medical education database is encouraging as we continue to analyze and evaluate existing and future resources in order to be good stewards of funds, meet user needs, and uphold professional standards. Our undertaking demonstrates both the benefits and complications of a collaborative approach to licensing a core clinical and educational information resource.
Jin Wu, email@example.com; Janis F. Brown
University of Southern California Norris Medical Library
As an academic health sciences library, when we re-designed our website, we needed a new chat tool. Through our research, we found Olark served our purposes best. Olark provides a floating bar that appears in the same place on all pages. We can customize the messages displayed when the chat service is available or unavailable. The user clicks on the bar and either begins chatting or is provided a form for submitting an email message. We can add the Olark chat code to any locally controlled site, including our LibGuides site and university-hosted services. In addition to providing a chat function, Olark also allows us to connect to the user’s display to assist users. Overall, Olark increased the visibility of our chat service, which previously required a user to click on a “help” button to get to the chat box. In a comparison of chat usage from the same month last year to this year with the new tool, usage increased from 2 transactions to 108. Olark has worked well for us. We are able to collect user data automatically to identify if a user is on or off campus, as well as which browser and device the user uses. Olark also specifies the page the user is browsing while chatting with us. This information has been very useful in helping us troubleshoot problems. The report feature also provides us a better view of usage of the new chat service which helps us analyze chat conversations and improve our service.
Nicole Capdarest-Arest, firstname.lastname@example.org
Lane Medical Library, Stanford University School of Medicine
Do you go to conferences and take notes, collect handouts and cards, take photos and tweet, only to never look at any of those things when you get home, despite the best intentions?
The use of social media has rapidly grown over the last several years. Attendees at professional conferences often use social media tools such as Twitter to capture, comment on and share content by using conference/event-aggregated hashtags that auto-curate content around an event or a particular topic. Storify is another tool that can be used to aggregate and share tweets, links and other web-hosted content as a curated story. Notes and additional text can be added to embellish and organize the collected highlights (examples will be demonstrated). Utilizing Storify alone or in concert with other social media platforms can enhance medical librarians’ conference-going, event, teaching or other experiences by creating a curated, customized shareable web space where users can capture media, take notes, monitor updates, review and share content.
Thursday, Session C
Mira Geffner, email@example.com
Bay Area Cancer Connections
This talk will describe an NN/LM-funded outreach project of the Bay Area Cancer Connections (BCC) library. Through partnerships with community organizations and public libraries, the project “Finding Reliable Health Information Online” is increasing health information literacy and awareness of MedlinePlus among BCC staff and volunteers, members of the breast and ovarian cancer community, healthcare workers-in-training, and the public. The talk will show how the sole librarian in an independent non-profit organization is teaching health information literacy skills and the value of MedlinePlus to people in her community.
Ariel Deardorff, firstname.lastname@example.org
University of California, San Francisco Library
The UCSF Library began developing an assessment program in September 2015 with the hiring of a part-time assessment librarian. To date the assessment librarian’s work has focused on identifying the assessment needs of the library, designing an assessment plan, and building assessment capacity in library staff. The “field notes” from this nascent program can offer ideas and insight to libraries interested in growing their assessment capabilities and are designed to start a community conversation about the challenges and benefits of assessment in health science libraries.
What Does Law Have to Do With It? HIPAA and the PPACA: What the Medical Librarian Needs to Know About the Laws and More
Michele Woods, email@example.com
National Network of Libraries of Medicine, South Central Region
Houston Academy of Medicine, Texas Medical Center Library
This paper will discuss major provisions of the HIPAA and the Patient Protection/ACA laws and related Supreme Court cases including Ferguson v. City of Charleston, Sorrell v. I.M.S. Health Inc., H.H.S. v. Providence Health and Services and others pertaining to HIPAA. Also, I will shield light on the key Supreme Court cases related to the Patient Protection/ACA to include King v. Burwell, NIFB v. Seleblius, and Burwell v. Hobby Lobby. I will emphasize the importance of medical librarians being familiar with HIPAA and the Patient Protection/ACA laws in the course and scope of their professional librarian duties. In particular, I will discuss The Health Insurance Portability Act (HIPPA) particularly the privacy and security issues implicated by the Act. In addition, I will talk about The Patient Protection and the Affordable Care Act discussing the act and key provisions of the Act including the Patient’s Bill of Rights, access to affordable health care options online, coverage for people participating in clinical trials, prohibiting discrimination due to pre-existing conditions or gender, understanding and fighting health care disparities, and the establishing of consumer assistance programs in the respective states.
Annie M. Thompson, USC Wilson Dental Library firstname.lastname@example.org; Rebecca Davis, USC Wilson Dental Library; Nancy Olmos, USC Norris Medical Library; Lynn Kysh, USC Norris Medical Library & Children’s Hospital
There is a gap in the current library literature regarding racial microaggression in the medical library community. A recent study in the Journal of Academic Librarianship measures racial microaggression experiences in the academic library setting, however, the study does not include medical librarians as part of the population. The speakers will share their development of a tool to measure racial microaggressions among medical librarians and library staff from colleagues and the library’s community of users. The speakers will also share their outreach plan for the tool and put out a call for participation in the study.
Friday, Session D
Berg Hall A
Xan Goodman, email@example.com
University of Nevada, Las Vegas
This paper will describe how academic health sciences librarians can frame the Association of College and Research Libraries (ACRL) Framework in their work with nursing and public health students. The Association of College and Research Libraries filed the Framework for information literacy for higher education in 2015. This framework is grounded in threshold concepts. Threshold concepts are those concepts in information literacy that once learned they cannot be unlearned and are seen as a set of dispositions or habits of mind that the information literate student should develop, possess or be able to act out. Similarly, the Council for Education for Public Health (CEPH) and the Commission on Collegiate Nursing Education (CCNE) are two established accreditation bodies who have in their documents learning outcomes that include information literacy concepts that public health and nursing students should develop upon graduating from their respective programs. This paper will discuss the intersections between the accreditation body expectations and how an academic health sciences librarian can use the bridge of the threshold concepts to teach information literacy to these two disciplinary groups. While keeping in mind that the ACRL Framework has begun a lively conversation in our profession in the realm of instruction. This paper hopes to broaden this discussion with a focus on two important disciplinary groups within the health sciences.
Council on Education for Public Health. (2013). Accreditation criteria standalone baccalaureate programs. Retrieved from http://ceph.org/assets/SBP-Criteria.pdf
Commission on Collegiate Nursing Education. (2015). Baacalaureate and Graduate Nursing Programs. Retrieved from: http://www.aacn.nche.edu/ccne-accreditation/standards-procedures-resources/baccalaureate-graduate
Association of College and Research Libraries. (2015). Framework for information literacy for higher education. Retrieved from: http://www.ala.org/acrl/standards/ilframework
Linda S-Ling Murphy, firstname.lastname@example.org; Graham Stephenson
Objective: Beginning Fall 2010, the University of California, Irvine (UCI) School of Medicine (SOM) launched its iMedEd initiative transitioning the traditional medical school curriculum into digital content. To create learning opportunities among medical students and faculty, new technology content has been introduced to promote the use of new Apple technology (http://sites.uci.edu/imeded/). The UCI Libraries have always engaged in supporting the iMedEd activities. This paper will address the 2015 Med iBookJam competitions and the collaborative iBook project that promote library resources and services. Methods: The Med iBookJam was a 12-day competition where medical students and faculty were matched based on mutual interested to create Multi-Touch digital textbooks on topics in medical education, patient education and healthcare for iPad. All entries must use a UCI SOM iBooks Author template, include at least one multimedia element, be no more than 10 pages, and be able to run on an iPad or Mac device. “UCI School of Medicine Library Resources and Services” was the entry we submitted. The goal was to illustrate library resources and services that were crucial to medical students. The contents included multimedia tutorials that helped students to navigate resources such as PubMed, Access Medicine, and LWW Health Library. Case study examples on how to find ebooks, articles, and resources for clinical practice and studying for exams were included as well. Results: In under two weeks, 14 competing teams with 52 faculty, residents, and students participated to produce 15 iBooks. The entries focused on a range of healthcare topics for patient, medical student and resident education. The best three winning teams were awarded with UCI Bookstore gift cards http://sites.uci.edu/theeri/2015-fall-med-ibookjam-teams/). Conclusions: Although our team did not win the competition, we gained skills in how to create a digital iBook in under two weeks, had an opportunity to showcase our project, and explore other team projects as well.
Megan Rosenbloom, email@example.com, University of Southern California Norris Medical Library; Lynn Kysh, University of Southern California Norris Medical Library, Children’s Hospital Los Angeles
Academic health sciences libraries are in an ideal position for promoting medical humanities among a variety of users and disciplines. Librarians at the University of Southern California’s Norris Medical Library have continually contributed to a leisurely reading collection as a part of the library’s collection development policy. However, the reading collection remains significantly underused. Rather than assume that there is no interest in leisurely reading, librarians worked to promote awareness of the library’s holdings through reading promotion events. First, the leisure collection was updated to include more modern and diverse authors and genres. Taking inspiration from public library programs, librarians and staff implemented a “Blind Date with a Book” program, greatly increasing circulation. The library also took advantage of a school of medicine faculty reading list to promote titles for summer reading. Circulation data and participant feedback have demonstrated that these programs met the librarians’ goal of spreading awareness of the leisurely reading collection, as well as validated the attitude that reading for pleasure continues to be an interest among the library’s users. The library will continue to look for innovative ways to promote this collection and encourage well-roundedness in future healthcare workers.
Bredny Rodriguez, firstname.lastname@example.org
Louise M. Darling Biomedical Library, University of California Los Angeles
This paper will discuss challenges and successes as a new librarian performing outreach to the Division of the Life Sciences at UCLA. The author will expand on the idea of targeting departmental “gatekeepers”, particularly: lab coordinators and managers, and academic and student affairs officers. These staff members hold vast amounts of relevant and useful information about not only intradepartmental workflows but interdepartmental relationships within a complex and increasingly collaborative academic environment. This information can be extremely useful for subject liaisons looking for alternative outreach strategies for establishing de novo relationships with their constituents.
Friday, Session E
Berg Hall B/C
Lynn Kysh, email@example.com, Robert E. Johnson
University of Southern California, Norris Medical Library
Systematic reviews are receiving increased attention from researchers, publishers, and librarians due to their focus on reducing research bias and their potential to effect change in clinical practice. Librarians/Information Professionals are uniquely positioned for local leadership roles on systematic review teams due to the focus on well-formed research questions and thorough literature searches. Our paper will share the creation, implementation, and management of a systematic review service at a university with an academic health center. This service has introduced library services to previously underserved patron groups, and exposed widespread misconceptions regarding systematic reviews.
A team of four librarians share the process of formalizing a systematic review service for an academic health center. This process includes the creation of a preliminary request form, an in-person worksheet establishing a working agreement between librarians and researchers, and a follow-up survey examining researcher perceptions. In a case series format supported with survey data from systematic review researchers, the following identified deficiencies will be discussed:
- Describing the differences between systematic reviews and literature reviews
- Working with teaching faculty to set realistic research goals within their curriculum
- Using a request form as a teachable moment
- Generating a comprehensive search for researchers
- Establishing a fee-based service model to access Embase
Michelle Henley, firstname.lastname@example.org
UCSF Medical Center, Fishbon Library
Librarians are routinely acknowledged for providing complex searches for systematic reviews, but are only recently getting credit as collaborators. The Journal of the American Medical Association (JAMA) recently published an opinion piece that recommends authors of systematic reviews collaborate with librarians1. The Institute of Medicine (IOM) also recommends working with a librarian in its standards for systematic reviews2. Reviewers for the Joanna Briggs Institute (JBI) are encouraged to work with a librarian to develop and run their searches, and librarians who complete JBI’s systematic review course can get credit as associate reviewers. At the JBI Center at the University of California San Francisco (UCSF) Medical Center, a librarian teaches part of the course, collaborates with UCSF nurses on systematic reviews, and partners with external associations to provide search services. This paper describes how the JBI Center at UCSF initiated the collaboration, and how the librarian currently supports systematic reviews and provides search services as a JBI reviewer. It also discusses challenges working with reviewers, sharing workload among different librarians, and managing and submitting search results. Future directions will be noted, emphasizing a growing demand for more systematic reviews and from external affiliates interested in search services.
- Rethlefsen ML, Murad M, Livingston EH. Engaging Medical Librarians to Improve the Quality of Review Articles. JAMA.2014;312(10):999-1000.
- IOM (Institute of Medicine). 2011.Finding What Works in Health Care: Standards for Systematic Reviews. Washington, DC: The National Academies Press.
Seeing a Need, Creating Connections, and Implementing a Program: Collaborative Projects as a Way to Meet Your Research Goals, Support Faculty And Student Research Interests, and to Engage Clinicians
Rachel K. Stark, email@example.com, Kaiser Permanente
Librarians often lack the time, the space, and the funding to do the kinds of research projects that would interest and engage clinicians, students, and faculty. By partnering with local institutions, health sciences and medical librarians can provide unique research opportunities that support their communities and will be of interest to the health professionals they serve. This talk will discuss projects the speaker is currently involved in, provide ideas for future projects, and suggest ways that librarians from various institutions can create strong partnerships that will allow them to better serve the research needs of their community.
Annie M. Thompson, USC Wilson Dental Library, firstname.lastname@example.org; Stephen Kiyoi, San Francisco General Hospital, Barnett-Briggs Medical Library, UCSF; Nancy Olmos, USC Norris Medical Library
This paper will discuss healthcare library leadership from the perspective of three new leaders in the field, discuss the challenges new leaders face in light of shifting trends in health sciences librarianship, and present information regarding the availability of educational leadership growth opportunities. Three librarians will discuss their experiences related to taking on new leadership roles at early career stages. An environmental scan of educational programs and resources available for emerging and new leaders will also be conducted and presenters will also reflect on their personal experience related to leadership. The programs include the NLM Associate Fellowship, the NLM/AAHSL Fellowship, the Harvard Leadership Institute for Academic Librarians, the UCSF Masters of Science in Healthcare Administration and Interprofessional Leadership, as well as a Graduate Academic Certificate in Advanced Management in Libraries and Information Agencies from the University of North Texas.
Poster Session will be held:
Thursday, January 21, 2016
2:45 PM – 4 PM
Berg Hall A
NCNMLG Joint Meeting 2016: Submission Instructions