• Serving as a Business Liaison When It's Not Your Primary Job

      Bustos, Rod; University Libraries (Reese Library) (Augusta University, 2020-03-12)
      Working as a business librarian can be a full-time job in some cases. In others, the librarian may be assigned as a liaison in addition to other responsibilities such as those primarily focused on an area like systems or e-resources.
    • Strong Roots Produce Stronger Branches via Digital Surrogates

      Sharrock, Renee; Bandy, Sandra L.; Augusta University Libraries (2019-10-17)
      Historical Collections & Archives (HCA) is comprised of campus archives, rare books, and medical artifacts on the Health Sciences campus of Augusta University. Scholarly Commons is the institutional repository for Augusta University and is operated and managed by the Content Management Department of the Greenblatt Library. HCA has broadened its online presence by digitizing significant print publications, historical documents, and medical artifacts and depositing the digital items into Scholarly Commons.
    • Shaping the Future of Education for the Medical Library Association

      Kouame, Gail; Holmes, Heather; Laera, Elizabeth; Augusta University; Medical University of South Carolina; Brookwood Baptist Health (Augusta University, 2019-10-11)
      Objective: Inform health sciences information professionals about the newly developed structure for educational programming for the Medical Library Association (MLA) based on MLA’s Professional Competencies. Methods: MLA appointed the Education Steering Committee and six Education Curriculum Committees to develop education content based on the Association’s revised Professional Competencies. The Competencies provide the framework that define the skills to be gained as a result of educational offerings. The Education Curriculum Committees are charged with: 1. Designing and planning curriculum and educational offerings and resources; 2. Providing direction, expertise, and knowledge to creators and instructors of educational offerings with respect to content and instructional design; 3. Reviewing and assessing offerings to ensure they are high quality and current, meet learning outcomes, and have a succession plan. The work of the Curriculum Committees is shaped by the curriculum priorities document set forth by the Education Steering Committee, beginning with a “Bootcamp” that incorporates foundational offerings across the Competencies. Results: The Education Curriculum Committees suggest topics and speakers for MLA’s monthly webinars and for Continuing Education courses offered at the Association’s Annual Meetings. In the past year, Education Curriculum Committees have engaged with subject matter experts and with professional instructional designers to create online self-paced courses. A middle management symposium, sponsored by the Leadership & Management Education Curriculum Committee, was offered at the MLA 2019 Annual Meeting. Curriculum Committees are exploring other modes for providing educational content, such as podcasts, journal clubs or discussion groups. Existing courses and webinars are tagged with Professional Competencies in MEDLIB-ED, MLA’s continuing education portal. Conclusions: MLA’s Professional Competencies provide a meaningful framework for planning and organizing educational offerings. Education Curriculum Committees follow the curriculum priorities to plan their work, but also have flexibility to be innovative in suggesting other possible content and methods to support professional development and education for information professionals.
    • Bridging the silos: Connecting University data management services through a Data Management Symposium

      Davies, Kathy J; Hendren, Steph; Davis, Jennifer Putnam; Augusta University (Augusta University, 2019-10-11)
      Objective: Greenblatt Library at Augusta University determined that library facutly needed expanded knowledge of research data management to establish a training program and develop a data services model. These goals aligned the library with an existing priority to become a research university and address gaps in existing data services offered to the research community. The library decided that hosting a one-day research data management symposium would promote the library as a data management resource, engage with existing research data services on campus, and discuss important aspects of data management. Methods: Greenblatt Library received funding to host a campus-wide research data management symposium. The symposium connected researchers and resources across all disciplines and provided professional development credits for researchers and librarians. Results: The one-day symposium was held in March 2019 and featured national and local speakers, a panel discussion, and data resources exhibits. The conducted post survey provided valuable information that will be used to establish future training and library services. Library faculty taught one of the sessions and the Libraries staffed an exhibit table to highlight data management tools. Conclusions: Librarians have existing skills such as teaching, organizing, analyzing and providing access to information sources that transfer readily to the research data management life cycle. The training symposium increased campus awareness of library services for data management and facilitated new research collaborations. Moving forward, a multifaceted approach to training will increase library faculty capabilities to engage in the critical processes necessary for data sharing, scholarship, and research reproducibility.
    • Faculty Authors Reception: A Mad Tea Party

      Bandy, Sandra L.; Sharrock, Renee; Davis, Jennifer Putnam; Flynn, Kara; Robert B. Greenblatt, M.D. Library (Augusta University, 2018-11-19)
      Objective: The Robert B. Greenblatt, M.D. Library established an author collection in 1979 as part of the Special Collections program. Books authored by faculty members were transferred from the circulating collection to Special Collections and became non-circulating. The purpose of this collection is to preserve the published monographs as a legacy of the individual and the institution. The library provides an annual event for all faculty who published written or edited books during the fiscal year to engage faculty in the importance of creative preservation. Methods: In 2014, the health sciences campus hosted the library’s first annual Faculty Author Reception. Invitations were sent to faculty who published monographs within the last five years requesting their company at this reception. Subsequent receptions featured monographs from the past year. A general invitation was sent to all faculty through the university community. This poster shares the experience of planning, implementation, maintenance, and evaluation of this new tea party. The challenges encountered including time, location, dissemination of announcements, and finding published works will be addressed. Results: The library has recognized over 100 faculty members from libraries on two campuses. The reception has expanded to include books written or edited, as well as other creative works such as art and films. The hosted event alternates between the health sciences library and the primarily undergraduate library with a short program and light refreshments. Conclusions: While this reception is only in its fifth year, positive feedback indicates this reception is well received and appreciated. Lessons learned have led to more concentrated planning, robust programming, and the author collection is growing. A set of guidelines for the committee has also been established.
    • The Future Is Now: Using Secure Tablet Technology to Promote Health Literacy and Self-Care for Incarcerated Persons

      Kouame, Gail; Johnson, J. Aaron; Robert B. Greenblatt, M.D. Library (Augusta University, 2018-11-19)
      Objective: To engage incarcerated individuals with health information and education to enhance their knowledge and use of health resources and services. Methods: A health sciences librarian and a Public Health Institute applied for an NLM Information Resources Grant to Reduce Health Disparities. The team was awarded funding to provide quality education to incarcerated persons through secure tablet computers. The tablets are currently deployed in 83 jails and prisons in 25 states, and are designed for self-guided learning experiences for low literacy individuals. Project leaders established agreements with five corrections facilities to use the tablets to conduct a health information needs assessment of individuals preparing for re-entry into the community. The study population includes both males and females. The results of the needs assessment informed the creation of health literacy training modules made available using the tablets. People incarcerated in the participating facilities consented to participate in the study to determine the impact of having access to the training modules. Results: Data from the needs assessment indicates that top places respondents seek health information are: the internet; a doctor or health care provider; or health web sites. When asked where they went first the last time they looked for health information, respondents stated they went to: the internet; the doctor or a health care provider; and health or medical organizations. They expressed interest in learning about health insurance issues. Other topics in which they expressed a desire to learn more include: understanding laboratory test results; getting help for addiction problems; and how to find a doctor or nurse. They indicated they would like to know how to take better care of themselves and manage health problems; how to improve eating habits and nutrition; and how to find help to prevent health problems and illnesses. Preliminary data from pre- and post-intervention will be presented.
    • Patient Encounter: Using Virtual EHR To Integrate Library Resources With Second Year Medical Students

      Davies, Kathy J; Bandy, Sandra L.; Kouame, Gail; Robert B. Greenblatt, M.D. Library (Augusta University, 2018-11-19)
      Objective Library faculty collaborated to explore new teaching approaches to illustrate student use of library resources in simulated clinical settings with standardized patients. Methods: Librarians co-developed clinical scenarios in collaboration with medical educators to connect library resources to standardized patient experiences for second-year students. Students interviewed standardized patients and used critical thinking to diagnosis the condition, guided by a librarian and clinical facilitator. In real time, students selected appropriate evidence-based medicine resources to complete the course assignment. The patient scenarios were adjusted with each teaching session, this year incorporating simulated patient electronic health records (EHR). Students incorporated library resources at each stage to evaluate the provided patient’s history, prescriptions, and clinical results to determine diagnosis and treatment. Results: The clinical scenarios illustrated how to use library resources effectively in a “real world” setting. In previous years, students distributed searching of the resources among the team members rather than completing the evidence-based process as a cohesive unit. The implementation of the virtual EHR reversed this trend with students working together to address each component of the standardized patient encounter. The students were more engaged with the recent changes and expressed greater understanding of library resources. Library faculty gained deeper knowledge of how clinicians and students view library resources use for evidence-based practice. Conclusions: Students utilized the opportunity to practice information seeking skills within a mock clinical setting and gained more experience using patient care tools. Knowledge of clinical library resources increased amongst the students with the recent insertion of the virtual EHR within the standardized patient experience.
    • Exploring Best Practices for Librarian Integration into Case-Based Small Group Learning

      Kouame, Gail; Gaines, Julie K.; Robert B. Greenblatt, M.D. Library (Augusta University, 2018-11-19)
      Objectives:To explore best practices for integrating health sciences librarians in case-based learning in undergraduate medical education. Methods: A group of health sciences librarians and medical educators performed a study and analyzed first and second year medical students’ use of resources in small group case-based learning experiences. Librarian activities included collecting students’ learning objective presentations, evaluating and critiquing the resources cited, and providing written feedback. Librarians also performed in-person observations of small group presentations and gave input to students. In this study, the librarians discovered gaps in information seeking skills on the part of the students as well as faculty small group facilitators. Facilitators acknowledged a need for training and reminders about effective searching. Librarians identified ways to equip students and faculty facilitators with improved searching and critical appraisal skills. Results: Librarian presence in the small groups reminded facilitators to prompt students to assess the quality of the resources they consult to answer scenario-based questions. Plans are underway to develop more structured training for facilitators and explore meaningful assignments for students to reinforce critical thinking while searching for health information. One librarian, as part of a teaching fellowship project, was invited to teach a session on searching and critical appraisal skills to faculty small group facilitators for an orientation session at the beginning of the 2018-2019 academic year. A needs assessment will also be developed for the small group facilitators to determine their needs for developing information seeking skills and best ways to leverage librarian expertise. Conclusion: The presence of the librarians in the small group prompted both students and faculty facilitators to consider the quality of information resources which are important for clinical reasoning skills for their future clinical work.
    • The Magic of Research Data: Librarians Learning Secrets of Data Management

      Davies, Kathy J; Seago, Brenda L; Robert B. Greenblatt, M.D. Library (Augusta University, 2018-11-19)
      Objective: Create a training program to increase library faculty knowledge of data management practices to facilitate developing a research agenda, collaboration with research community, and disseminating research findings. Methods: A librarian was selected to attend the Biomedical and Health Research Data Management for Librarians Course. The online course focused on data management topics including data curation, security, taxonomy, data sharing, resource data management, and publishing. The data management sills gained served as a foundation for instructional programming to enhance library faculty knowledgebase and explore potential library data management roles. The instructional program uses scaffolding by teaching an overview class and then integrating specific topics to meet institutional needs. Results: The librarian attendee developed a capstone template to help disseminate knowledge gained from the online course. The template facilitated the development of three goals: introduction of research data management basics, teaching targeted data management skills, and assessment of the research data management training program. The classes will be offered in late summer/early fall to health sciences and academic library faculty. A pre and post quiz will be distributed to determine knowledge gained. The librarian will collaborate with a new faculty position of Scholarship and Data Librarian to assess the level of data management services to be provided. The next phase is integrating data management services within embedded and liaison areas. Conclusions: Research Data Management is a natural fit for many librarians with a strong foundation in organizing, analyzing and providing access to information sources. The training program assists librarians to engage in the critical processes necessary for data sharing, scholarship, and research reproducibility.
    • Using Journal Club to Upgrade Pediatric Residents' Understanding of Evidence-Based Practice

      Hendren, Stephanie; Kouame, Gail; Stuart, Ansley; Shipman, Peter; Ballance, Darra; Yang, Rebecca; Robert B. Greenblatt, M.D. Library (Augusta University, 2018-11-19)
      Objective: To demonstrate how a change from a traditional journal club to an evidence-based assignment in a pediatric hospital strengthened collaboration between hospital residents and medical librarians. Methods: The pediatric department at Augusta University Medical Center decided to revise their existing journal club model to better meet requirements for evidence-based practice content. They approached the Robert B. Greenblatt, M.D. Library to collaborate on a new approach to the assignment. Each third-year resident selected a patient they treated to develop a PICO question, research the literature, and present the findings. The librarians, on average, rounded twice and had an additional meeting with each resident in order to complete the assignment. Librarians worked with the residents in developing answerable research questions, searching the databases, and providing methods to analyze results. Results: The first cohort of 13 residents completed their assignments. At the end of each rotation, the resident presented the patient and findings to the other residents and attending physicians at a designated morning report. Residents also discussed how the literature did or did not apply to their particular patient scenario, and whether the standard hospital procedure was in line with the published evidence. A group discussion about the presented literature directly followed each presentation. Afterwards, a librarian evaluated each resident on specific EBM competencies. Conclusions: The evidence-based assignment offers a different way to engage residents with medical literature and librarians outside a journal club. Residents gained hands-on experience of searching the literature for a specific patient problem and had a platform to share their knowledge with their peers. Librarians utilized the one-on-one interactions to provide tailored literature search instruction based upon the resident’s research topic and results found. A second cohort began in July 2018 and will continue through June 2019.
    • Embarrassment of Riches--Adapting to a Surfeit of Instruction Time Teaching Evidence-Based Dentistry Concepts to First-Year Dental Students

      Shipman, Peter; Robert B. Greenblatt, M.D. Library (Augusta University, 2018-11-19)
      Objective: The medical librarian will develop new active learning content for first-year predoctoral dental students to learn the Question and Find portions of the evidence-based dentistry (EBD) process. Methods: Restructuring of the dental curriculum resulted in the librarian being awarded more instruction time to teach the Question (PICO –Problem, Intervention, Comparison, Outcome) and Find (search PubMed) portions of the evidence-based dentistry (EBD) process in a two-credit critical thinking research class. Instruction time increased from one session of 90 minutes to two sessions, 240 minutes total.A new active learning activity will be developed to enhance skills in portions of the course where the students have traditionally under performed, due to lack of time. These skills include more accurately matching clinical question concepts to the corresponding PICO element and analyzing the rigor of the automatic term mapping results in PubMed. Another key skill is to create new search strategies in PubMed when the search result list is inadequate or null.Some teaching elements from the previous version of the class will continue: the flipped classroom pre-class recordings, a PICO worksheet for in-class use, student reasoning of their search strategies, and the librarian providing live feedback of search strategies. Results: Increased instruction time leads to more examples of clinical questions, PICO formatting, and PubMed searching. A segment on the importance of lifelong learning in the context of competency-based education was added. A formative assessment session, a Jeopardy-style quiz element, was reinstated to the course. Conclusion: The students had more opportunities to actively learn evidence-based dentistry skills –PICO formatting, PubMed searching, and learning the EBD process. With more instruction time, greater emphasis could be devoted to lifelong learning, and a formative assessment session was used to tie in all the elements.
    • Boldly Going To New Horizons: Engaging the Community in Biomedical Research and Precision Medicine

      Shipman, Peter; Kouame, Gail; Robert B. Greenblatt, M.D. Library (Augusta University, 2018-11-19)
      Objective:To adapt a traditional consumer health information outreach approach to include a community health education message targeting the benefits for the general public of participation in biomedical research. Methods: An outreach award led to the expansion of a traditional consumer health information message to include the basics of biomedical research and informed consent. Urban, suburban, and rural public libraries and Federally Qualified Health Centers in eastern and central Georgia will host ten consumer health presentations by medical librarians. Presentations will have three themes: becoming well-informed about disease conditions and medications using MedlinePlus, understanding the process and benefits of biomedical research studies, and use the All of Us research program as an example of a new type of precision medicine study that recruits partners (not subjects) from populations that do not traditionally participate in research. The importance of understanding the risks and benefits of enrolling in a research study will be discussed. Results: To be determined.
    • It's a Stress-Free World After All! Strategies for a Successful Finals Frenzy Program

      Logue, Natalie; Hendren, Stephanie; Robert B. Greenblatt, M.D. Library (Augusta University, 2018-11-19)
      Objective: This poster examines ways to implement and support a Finals Frenzy program focused on reducing stress and supporting study focus in a health sciences library during finals period using non-library funding. Methods: Each Fall and Spring semester, the health sciences library organizes a four to five day program aimed at supporting students during their finals study period with the goal of relieving stress and increasing student awareness of library support and resources. This program is led by an ad hoc committee consisting of the Access Services librarian, an additional librarian, and a staff member. The objectives of the committee are to establish a daily schedule of events, itemize purchases, and generate marketing material. Funding for the events is requested from the Student Activity Fees committee, a University Committee charged with the distribution of student fees. Each year, the library needs to apply for funding and present their budget proposal to the committee. Results: The library budget proposal for 2017-2018 was carried over from previous years based on past event programming and student turnout. Ongoing assessment of previous events highlighted an opportunity to modify the program to better meet student needs. Spring 2018 events were scheduled a week earlier, and four days longer, than originally planned and an additional funding opportunity was identified within student fees. In addition to funded events, the library utilized volunteer services such as therapy dogs, and supplies purchased from previous years. Conclusions: The library saw a 52% increase in student attendance between Fall 2017 and Spring 2018. While funding helped in implementation, reviewing event statistics and researching similar programs to adjust the timing and schedule of events were key factors in increasing student participation.
    • Engaging Pre-College Students in Health Sciences Research

      Logue, Natalie; Stuart, Ansley; Robert B. Greenblatt, M.D. Library (Augusta University, 2018-11-19)
      Objective: This presentation will show how to engage, assess, and educate pre-college students in a pipeline program in-person and online.Methods: The pipeline program targets juniors and seniors from local high schools who are interested in pursuing a health sciences career. This summer long program provides credit and non-credit instruction courses modelled after medical education programs to simulate what the students will experience in higher education. Part of the non-credit instruction is an information literacy course that is taught by two librarians from the health sciences library. This course focuses on introductory information search skills, health sciences specific databases, and indexing. Many of the students begin the course without previous health literacy skills but are expected to write and present on a health disparities topic by the end of the nine-week program. The Information Literacy course is presented to both in-person and online groups and were initially taught simultaneously for convenience and consistency. The two groups were split in Summer of 2017 due to ongoing technical difficulties, student engagement concerns, and poor student comprehension. Results: By focusing on the in-person and online groups separately, the librarians were able to better utilize group discussion and online tools to increase student participation. The immediate result of separating the class components was a reduction in wasted class time for the in-person instruction waiting for online students to login and respond. Additionally, tools such as online discussion boards and surveys, were better utilized to engage distance students. Conclusions: Separating the class component saw an increase in the student engagement over the course of the summer and allowed for better assessment of student comprehension through pre and post testing. Additional conclusions from the Summer 2018 will be included.
    • Improving Healthcare Stewardship with Embedded Diagnostic Consultation Services

      Hendren, Stephanie; Gunsolus, Brandy; Robert B. Greenblatt, M.D. Library (Augusta University, 2018-11-19)
      Objective: To better inform physicians about how to find guidelines for diagnostic testing, and to provide clinical advice on which diagnostic tests should be ordered. Methods: A clinical laboratory scientist joined the Patient Care Rounding Team (PCRT) at Augusta University to provide consultation regarding diagnostic testing as part of the first national doctorate in Clinical Laboratory Science (CLS) program. Documentation and analysis of diagnostics-related questions accumulated during PCRT rounds demonstrated the need for advice about diagnostic testing in clinician rounding. The PCRT did not have a defined logic model to order diagnostic tests, place the test orders, test methodology, and determine the clinical value (cost/benefit) of the tests. The Doctor of CLS resident requested an embedded librarian from Greenblatt Library provide evidence-based research to support clinical decisions to better inform the rounding teams. The librarian demonstrated how to systematically search for evidence to support the choice in diagnostic testing and how to interpret test results to the DCLS team. Results: Within the first eight months of the Doctor of CLS consultation service on PCRT, there were 1238 consultations that resulted in over $149,308 in cost savings. This was calculated by the Doctorate of CLS resident by accounting for eliminated unnecessary tests and revised ordered tests to better serve diagnostic needs. The librarian providing evidence-based research consulted on lesser known connections between symptoms and conditions, improving diagnostic clinical decision-making. Both the Doctor of CLS resident and librarian offered evidence and expertise that decreased inappropriate test utilization while potentially improving clinical outcomes. Conclusions: Informationists and other scientists can help a physician team be more responsible in their financial stewardship by reducing unnecessary testing and utilizing in-house resources.
    • Making Magic: Fostering Innovation with a Creative Technology Lab in the Health Sciences Library

      Logue, Natalie; Kouame, Gail; Askew, Bettina; Nogales, Vonny; Robert B. Greenblatt, M.D. Library (Augusta University, 2018-11-19)
      Objective:To offer creative technology services in a health sciences library for innovation and prototyping. Methods: An academic health sciences library implemented a new maker space, the Creative Technology Lab (CTL), as part of a major renovation project in 2017/2018. The Creative Technology Lab provides 3D scanning and printing services, a Cricut machine, circuitry kits, and a lamination machine, with a high-definition data visualization display coming in the next year. Initial planning for the CTL focused primarily on 3D printing and scanning. The space allocated for the CTL was not ready during early phases of the renovation, so the 3D scanning and printing equipment was placed in another work area to allow library personnel to become familiar with how to use the equipment and accompanying software. The CTL Committee developed policies and procedures and posted job request forms to the library’s web page prior to the final placement of the 3D equipment in the CTL space. Interest and some requests immediately surfaced when equipment became available in the library.Results:When the CTL final location was unveiled, requests for 3D scanning and printing increased notably. The CTL is located directly inside the library’s main entrance and has a bank of windows,making it highly visible. In addition, the committee produced marketing materials and presented on the CTL in an online tutorial and at local faculty showcases. Faculty members and students from multiple disciplines have produced 3D printed tools and educational models. Conclusions:Having the Creative Technology Lab as a service at the health sciences library allows for the library to increase its visibility on campus to new users seeking to produce both prototypes and objects for practical uses. The biggest challenge for users of the CTL is understanding the technology and software, so providing feedback on designs and discussing project ideas has been repeatedly requested.
    • Serving Today's Students While Creating the Library of Tomorrow

      Logue, Natalie; Seago, Brenda L; Robert B. Greenblatt, M.D. Library (Augusta University, 2018-11-19)
      Methods: An academic health sciences library received funding to initiate a major renovation project. In early stages of the project, library leadership and the Access Services Librarian had regular meetings with the design team to discuss possible floor plans and furniture needs. Student needs were in the forefront of discussions and guided planning to meet both practical needs and desired aesthetic upgrades. Throughout the renovation, the library provided announcements, signage, and online updates to keep stakeholders apprised of progress and affected areas. As demolition began, noise, dust and debris became concerns. The library worked with the construction managers repeatedly to reduce the stress and disruption for students, including planning for when certain construction activities could take place and providing regular communication.Results: The library has a new public service desk, new carpeting and flooring, compact shelving, upgraded restrooms, a new Creative Technology Lab (a maker space), and more open floor space. Space is reallocated to allow for more group study and clearer access to service areas such as the Research & Education Services office suite and the Historical Collections and Archives. Visitors to the library expressed interest and approval of the changes in the library. Suggestions for new areas and concerns about the changing space have been shared with the library verbally, via email, and through an anonymous comment system. Conclusions:Renovation of an occupied, high-use building on an academic campus provides many challenges, but can be accomplished in a way that responds to students’ needs. Library personnel’s frequent consultations with construction team members is essential for the success of a renovation project. The new space aligns with student requests and future student and faculty needs for technology, collaborative work, and knowledge discovery.
    • Transforming Print to Electronic Theses and Dissertations

      Bandy, Sandra L.; University Libraries (Augusta University, 2018-05-22)
      Objective: In response to a changing environment, the library collaborated with The Graduate School (TGS) to transition from print to electronic theses and dissertations (ETD). Since graduate students are writing their thesis and dissertations on a computer, the library initiated the electronic submission to provide long-term archiving of ETDs. This paper discusses new submission processes, including successful strategies and lessons learned. Methods: The University’s existing institutional repository is the new host for ETDs allowing students to upload their final thesis or dissertation into the repository. TGS worked with ProQuest to create an online ETD administrator for students. An ETD Microsoft Word template was designed and programmed by the library according to Graduate School specifications and approved by TGS administrators. TGS dissertation and thesis preparation manual was updated to reflect new formatting and template requirements and a second alternative template was developed for student use. To introduce the new process and workflow to PhD program directors, librarians attended TGS Council meeting. A Graduate School LibGuide for TGS was amended to provide instruction on the new ETD standards and process including the need for additional face-to-face instruction on ETDs. The Library developed an ETD bootcamp for the new process. Results: After reviewing the initial submission process, the library partnered with ProQuest to simplify their procedures. The library worked with ProQuest to create a Sword protocol for automatic deposits of metadata and PDF files to the repository. Students no longer deposit their final thesis or dissertation into the repository but only to ProQuest eliminating a step in the submission process. Conclusions: Collaborating with our university's Graduate School created a unique partnership that resulted in new library ETD services for graduate students. Future work with ETDs will focus on retrospectively digitizing the library’s print dissertations.
    • Combining Research Results and Dental Accreditation Requirements to Create Instruction Opportunities

      Shipman, Peter; Robert B. Greenblatt, M.D. Library (2017-05)
      Objectives: The aim of this program is to expand librarian instructional opportunities and improve student performance in evidence-based dentistry (EBD) competencies. Methods: A recent librarian-led internal study of EBD behaviors of fourth-year dental students at external clerkships indicated poor recall of the EBD process (question, find, appraise, act, evaluate). A dental school curriculum subcommittee, including the librarian, is currently meeting to evaluate the presence of the EBD competency in the curriculum in preparation for an accreditation review. Preliminary screening of course syllabi identified five possible courses and two EBD process rubrics supporting the EBD competency accreditation standard. A need for further EBD process training by the librarian may be indicated by the low number of rubrics which correlates to poor student recall of the EBD process in the librarian’s study. Performing the study and having membership on the subcommittee gives the librarian a platform to advocate for instructional opportunities that improve student performance in the EBD competency standard prior to accreditation review. Results: The evidence-based dentistry subcommittee of the dental school curriculum committee was able to identify three more additional courses supporting the EBD accreditation standard. Assistance in EBD supplied by the librarian for first semester, second-year dental students confirms continued poor recall of the EBD process. This cohort of dental students was not in the original research study. The taskforce could not identify any fourth-year course work that includes support of the EBD accreditation standard. In the lockstep curriculum, there are gaps in semesters when students are not being tested in the EBD process. The dental librarian added two new instructional sessions after the research study (one undergraduate, one advanced education). Conclusion: Students are receiving exposure to EBD principles to satisfy the accreditation standard, but the lack of awareness of the EBD process indicates it may be difficult for dental schools to determine if new graduates can effectively perform evidence-based dentistry in future dental practice. The EBD taskforce believes more faculty development in EBD is necessary. The dental librarian will have a role in training faculty in evidence-based dentistry.
    • Librarian Contributions to a Revamped Open-Access Public Health Journal

      Ballance, Darra; Mears, Kim; Robert B. Greenblatt, M.D. Library (2017-05)
      Objectives: :To improve the quality of a recently revived online journal, publishing original research in public health. Methods: A health sciences librarian who is embedded in an academic public health institute was asked to assist in the preparation of a recently revived journal for application for review by NLM and the DOAJ. The public health institute serves as the academic partner to a state public health association, which published the journal from 2006-2009. The journal was revived by the institute and association as an open access publication in 2015. The institute, and the association’s board of directors, were very interested in increasing the scholarly value and impact of their publication. Results: Reviewing NLM’s application for indexing in MEDLINE led the librarian (and a colleague) to contribute to additional enhancements: the establishment of a secure archival site, selecting a Creative Commons license, adhering to Open Access ideals, and obtaining a Crossref account for DOIs for each article. The librarian applied to Thomson/Reuters for the journal’s inclusion in the Science Citation Index as a “regional journal.” The journal is in final consideration for inclusion in the DOAJ; applications to NLM and Thomson are awaiting decisions. The librarian works closely with administrative staff as each issue is published to ensure DOIs are assigned correctly. Conclusion: This ongoing project has enhanced the embedded librarian’s value to the public health institute and assisted in the scholarly development of the journal. Design improvements to the web site are being suggested by the librarian and will be submitted to the institute’s director. The institute has begun a research study on state public health associations and barriers to publishing state-level public health research; the librarian is included on the research team for this project as well.