• Captured Memories Make History: Recording the Memories of Retirees for the Oral History Project of the Southern Chapter/MLA

      Kane, Laura T.; Price, Helvi McCall; Blake, Lindsay (2009-05)
      Beginning in the 1990's, the SC/MLA History Committee members recorded five oral histories. The transcriptions were stored in the Chapter archives. In 2003-2004 Richard Nollan, Chair and Laura Kane, a member of the Southern Chapter History Committee, resurrected the Oral History Project. More members were retiring, and it was felt that their memories of Southern Chapter events should be preserved. Committee members publicized the project and began a list of possible interviewees. They developed the first Oral History web page, displaying the original five oral histories. In 2006-2007 Laura Kane, then Chair of the History Committee, added new initiatives to the Oral History Project. An official list of interview questions was developed and added to the web page along with three new transcriptions of oral history interviews. Bernie Smith of the MLA Oral History Committee contacted Laura Kane to discuss collaborating on oral histories. The SC/MLA Oral History Committee was identified as the model for other Chapter oral history projects.
    • 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.
    • Consolidation: A Tale of Two Libraries

      Heck, Jeffrey J; Davies, Kathy J; Verburg, Fay L; Brown, Marianne; Loveless, Virginia L; Bandy, Sandra L.; Seago, Brenda L; Georgia Regents University (American Library Association, 2013-10)
      This paper describes the initiating action, planning, adaptations, and official conclusion of a one-year consolidation of a professional health-sciences library with a largely commuter-student undergraduate liberal arts library, during the consolidation of their corresponding universities. Ties existed between some university programs, such as nursing, but the cultures of the two universities differed. The structure established to handle the consolidation allowed effective communication and cooperative development of policies and processes. Reaccreditation efforts also required extensive work to reflect the new university. Crucial lessons were learned from the intensive effort.
    • The contribution of hospital library information services to clinical care: a study in eight hospitals.

      King, DN; Library Research Center, Graduate School of Library and Information Science, University of Illinois, Urbana (Medical Library Association, 1987-10)
      Hospital health sciences libraries represent, for the vast majority of health professionals, the most accessible source for library information and services. Most health professionals do not have available the specialized services of a clinical medical librarian, and rely instead upon general information services for their case-related information needs. The ability of the hospital library to meet these needs and the impact of the information on quality patient care have not been previously examined. A study was conducted in eight hospitals in the Chicago area as a quality assurance project. A total of 176 physicians, nurses, and other health professionals requested information from their hospital libraries related to a current case or clinical situation. They then assessed the quality of information received, its cognitive value, its contribution to patient care, and its impact on case management. Nearly two-thirds of the respondents asserted that they would definitely or probably handle their cases differently as a result of the information provided by the library. Almost all rated the libraries' performance and response highly. An overview of the context and purpose of the study, its methods, selected results, limitations, and conclusions are presented here, as is a review of selected earlier research.
    • Creating a Mobile Library Website

      Cutshall, Tom; Blake, Lindsay; Bandy, Sandra L.; Robert B. Greenblatt, MD Library, Georgia Health Sciences University (Information Today, Inc., 2011-09)
      This article discusses the perceived need for a mobile library website, how the site was created and expansion of the site. This includes the technical and design information. Our setting is a health sciences university and hospital in Georgia. The project started with an informal poll of our patrons. We then looked at how other libraries were creating their mobile sites. It was decided to create a mobile website to accommodate our patrons and also take advantage of the vendor and consortium mobile products available to us. This allows us to take advantage of web based mobile products that are not applications, which already have a page on our website. We are now able to reach our patrons in a novel way that takes into consideration the explosion of smartphone usage and the variety of 12 smartphone platforms. Statistics show that our patrons are using the services and resources offered. As expected PubMed is receiving the highest number of hits, but our general health, nursing and drug databases are also showing good usage Our mobile site allows patrons to access the Library resources and services when and where they desire. The mobile site provides our patrons the flexibility to access our resources and services with a mobile device they probably already carry on their person. No need to find a laptop or head across campus to the library building for many library needs.
    • Creating a Mobile Library Website

      Cutshall, Tom; Blake, Lindsay; Bandy, Sandra L.; Robert B. Greenblatt, MD Library, Georgia Health Sciences University (Information Today, Inc., 2011-10)
      Question/Objective: Discuss the perceived need for a mobile library website, how the site was created and expansion of the site. This includes the technical and design information. Setting or Participants: A health sciences university and hospital in Georgia. Methodology: The project started with an informal poll of our patrons. We then looked at how other libraries were creating their mobile sites. It was decided to create a mobile website to accommodate our patrons and also take advantage of the vendor and consortium mobile products available to us. This allows us to take advantage of web based mobile products that are not applications, which already have a page on our website. We are now able to reach our patrons in a novel way that takes into consideration the explosion of smartphone usage and the variety of 12 smartphone platforms. Findings: Statistics show that our patrons are using the services and resources offered. As expected PubMed is receiving the highest number of hits, but our general health, nursing and drug databases are also showing good usage Conclusion: Our mobile site allows patrons to access the Library resources and services when and where they desire. The mobile site provides our patrons the flexibility to access our resources and services with a mobile device they probably already carry on their person. No need to find a laptop or head across campus to the library building for many library needs.
    • Creating a Mosaic of History Lectures for the Health Sciences

      Bandy, Sandra L.; Sharrock, Renee; University Libraries (2016-05)
      Objective: Unlike many health sciences libraries, our library has a large and far-reaching Historical Collection and Archives (HCA) room housing hidden treasures. Showcasing this collection, and the history of the health sciences, has often been a challenge. This paper examines the development and implementation of a History of the Health Sciences Lecture Series. Method: The recent addition of historical donations from alumni and other health professionals has resulted in an increase interest in the library’s historical collections and archives. Making these collections discoverable is the primary goal. The library hosted a mosaic of lectures that focused on the library’s historical collections. Lectures have been tied to current library events and university courses. Creating this historical lecture series is a collaborative planning process which included many obstacles and creative solutions. Steps in this process include: (1) connecting historical collections with faculty or alumni to design the lecture; (2) developing marketing strategies across the health science campus that encourage attendance and interest; and (3) assessing the effectiveness of the lecture series.
    • Data Repositories For Research Reproducibility

      Davies, Kathy; Putnam Davis, Jennifer; University Libraries
    • Designing a DREAM Database and Delivering TIME Competency Measures: Library Faculty Integration in Medical Education Assessment

      Davies, Kathy J; Blake, Lindsay; Georgia Regents University (2013-10)
      Purpose: This paper describes librarian roles as full partners in creating a database of health sciences education assessment instruments (DREAM) and locating instruments to measure medical student milestones for the Transformation in Medical Education (TIME) initiative to design a competency based medical education curriculum. Setting/Participants: A research university with an academic health sciences center and undergraduate liberal arts and sciences campus. Librarians partnered with faculty in the institution’s Educational Innovation Institute to develop the DREAM database and serve as members of the TIME project consultation team. Methods: Library faculty tailored PubMed searches for assessment instruments linked to ACGME competencies. Librarians and research faculty determined that a public searchable database of free, validated, and peer- reviewed assessment tools would fill an existing information gap. The DREAM database was presented at the American Association of Medical Colleges (AAMC) Annual Meeting and is now hosted on MedEdPORTAL at the AAMC website. Lead faculty members of the TIME project then contacted the DREAM team to request consultation on identifying assessment instruments. Librarians will complete assessment searching based around 12 main competency areas with over 100 student achievement milestones. Results: Library faculty developed assessment filters for MEDLINE and CINAHL and adapted them as needed for competency search processes. The next phase was developing the database taxonomy from existing controlled vocabulary resources. Library faculty assisted in creating peer review forms and determining database record format. Identifying TIME competency assessment tools required developing over 60 comprehensive searches focusing on specific student behaviors. Intensive searching of health sciences databases has led librarians to develop a better grasp of medical education and assessment terminology and article indexing. Conclusions: DREAM is scheduled for a fall launch; TIME reports will be completed during the winter of 2013. The DREAM team will monitor the database and library faculty will design search strategies to identify additional assessment instruments. Library faculty can be fully integrated in research and assessment initiatives. Collaboration with EII faculty has brought librarians additional referrals and provided opportunities to assist in projects benefiting the library, university and our own careers.
    • Developing Information Analysis Mastery: Blending Bioinformatics and Evidence Based Searching

      Blake, Lindsay; Davies, Kathy J; Yang, Frances; Robert B. Greenblatt, M.D. Library (2014)
      Presentation from the 2014 Medical Library Association Southern Chapter Annual Meeting.
    • Early Adoptors of Digital Library Technology

      King, DN; Division of Medical Information Science, University of California, San Francisco, CA (Medical Library Association. Journal of the Research Section of MLA., 1996)
    • East Central Public Health District Disaster Health Information Project

      Davies, Kathy J; Seago, Brenda L; Adriano, Jonathan; Walker, Larry; Robert B. Greenblatt MD Library (2013-10)
      GRU Libraries developed adisaster health information portal in collaboration with Georgia East Central Public Health District. The portal content was based on a needs assessment survey. Several trainng sessions were conducted throughout the region to build awareness of NLM Disaster Health Information Resources.
    • Educational Backgrounds of Medical and Health Science Librarians

      Stuart, Ansley; Augusta University Libraries (2016-10)
      Objective: To determine the educational backgrounds of health science librarians before and while they maintain their current positions. Methods: Many librarians who work in the health sciences field do not have undergraduate or graduate degrees in a STEM field. Most publications about health science librarians’ education focus on job skills librarians should learn to become better information specialists rather than past educational accomplishments. An online survey will be distributed nationally using Qualtrics software. The survey will gather information about medical and health science librarians’ formal educational history and ongoing educational pursuits since accepting their current librarian position.
    • 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.
    • Embedded Librarians: Collaborations in Research and Teaching

      Gaines, Julie K.; Mears, Kim; Blake, Lindsay; Davies, Kathy J; Shipman, Peter; Ballance, Darra; Seago, Brenda L; Robert B. Greenblatt, MD Library, Georgia Regents University, Augusta, GA (Georgia Regents University, 2013-03)
      The increased use of online information resources has allowed health sciences librarians to seek new roles outside of the physical library. A proactive approach is needed to provide information at the time and location of need. The Georgia Regents University (GRU) Librarians have responded to this shift by exploring a model of embedded librarianship that provides specialized assistance and deeper involvement at the college level. Embedded librarianship uses a service model that incorporates librarians as active university participants as opposed to the traditional role of service providers.
    • 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.
    • Evaluating an Embedded Program: Increasing Awareness, Expanding Services, and Fulfilling Patron Needs

      Ballance, Darra; Blake, Lindsay; University Libraries (2016-05)
      Introduction: Setting: Augusta University (AU), a comprehensive four-year university Nine colleges, an academic health center and over 8000 students. Campuses include the Health Sciences Campus, Undergraduate campus and Partnership Campus at the University of Georgia Three libraries (Greenblatt, Reese and the Partnership medical school) serve students, faculty and hospital staff. In 2012, Library administration, in collaboration with AU librarians, investigated a service model of librarian integration in their customers’ settings called embedded librarianship. Best practices suggested establishing office space for librarians among their designated customer groups. Once “embedded,” the librarian would become a part of customers’ daily activities and provide information support on-demand and in context. While there are descriptions of many facets of embedded librarian service, there is no comprehensive tool evaluating the activities of embedded librarians that can answer the question: how do patrons perceive the value of embedded librarian services? The embedded librarians at Augusta University sought to measure the awareness and perception of the new service model among clinicians, faculty, and students with a survey instrument. A validated instrument will assist in the proper implementation, maintenance, and evolution of an effective embedded service model.  Methods: Web-based survey, Likert scale and open-ended questions; Distributed by email in April 2015 using Qualtrics; All Augusta University students, full-time faculty, clinicians, and residents in areas where embedded librarians are assigned; Four colleges, two hospital departments, and one institute. Responses were solicited for four weeks; weekly reminder emails were sent, and the librarians personally encouraged participation from their embedded areas. The survey began by defining “embedded librarian.” Respondents who were unfamiliar with the program and unable to identify a librarian from the group were directed out of the survey.  The remaining respondents self-identified as a student, resident, clinician, or faculty member and then were routed to questions specific to their role. Students’ questions related to classwork and use of library resources; faculty questions related to teaching and research; and clinician/resident questions related to patient care and clinical training. Because most faculty also fulfill clinical roles, respondents who identified as faculty or clinician had the opportunity to answer both sets of questions. Results: The survey response rate was 10% with 381 completed forms from 4,408 survey recipients. Fifty-nine percent (59%) of respondents knew that an embedded program existed in their college or institute. 55% had worked with one or more librarians – in this question participants were asked to choose librarians by their picture and name. Of the 45% remaining, we asked why they had not had an opportunity to work with an embedded librarian. Responses indicated 1) Not aware or not known 2) Not doing research yet requiring that level of assistance, 3) have not needed one. The majority of faculty strongly agreed that embedded librarians saved them time and were an integral part of their group.  Analysis of locally collected data reveled that a high number of reference transactions occur in person which corresponds with survey results. Additional review of the data reflected an increasing trend toward librarian collaborations on grants, publications, and presentations. Conclusions: The survey suggests that perception - or how our patrons understand our role and value - may be the area needing the most improvement. To gauge perception of the program, the term “embedded librarian” was first clearly defined, then respondents were asked if they were aware that their college or department had an embedded librarian and finally to identify their embedded librarian from a photograph. It is important to note that all recipients of the survey belonged to a college or department with an embedded librarian. Of 381 responses, only 58% indicated that they were aware that their college or department had an embedded librarian, but nearly 74% were able to correctly identify their embedded librarian by photograph. This suggested that the embedded librarians were familiar faces within those colleges but there is a need to provide more education on embedded roles and services.
    • Evaluating Best Practices for Video Tutorials: A Case Study

      Weeks, Thomas; Davis, Jennifer Putnam; University Libraries (Taylor and Francis, 2017)
      This paper will explore one library’s experience creating best practices for the creation of video tutorials. First, a literature review establishes the best practices other creators have used. Then, the authors apply these best practices to the creation of their first video tutorial. Finally, they evaluate the usefulness of each practice in context. This study is helpful for all those starting to make video tutorials or reinvigorate their tutorial creation. This is an electronic version of an article published in the Journal of Library & Information Services in Distance Learning. The final version of record is available online at: http://www.tandfonline.com/doi/full/10.1080/1533290X.2016.1232048.
    • Expanding a Clinical Librarian Program

      Blake, Lindsay; Robert B. Greenblatt, M.D. Library (2014)
      Presentation from the 2014 Medical Library Association Southern Chapter Annual Meeting.
    • 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.