• 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.
    • Factors that influence physicians to practice in rural locations: a review and commentary

      Ballance, Darra; Kornegay, D; Evans, Paul; Medical College of Georgia; Statewide Area Health Education Centers Network (Wiley Online, 2009)
      Rural populations remain underserved by physicians, despite various efforts by medical schools and other institutions/organizations to correct this disparity. We examined the literature on factors that influence rural practice location decisions by physicians to determine what opportunities exist along the entire educational pipeline to entice physicians to, and retain them in, rural areas. Results reported in the literature favor a multidisciplinary or multi-faceted approach that results in more residents and physicians locating their practices in rural areas. The need to define proven strategies is not the pressing issue; rather, the needs are to define the commitments necessary to implement proven strategies, as well as the will to make physician distribution a priority issue in medical education.
    • 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.
    • Field Study of the Evidence-Based Dentistry Activity of Predoctoral Students and Preceptors at Off-Campus Dental Offices

      Shipman, Peter; Wyatt, Tasha; Zadinsky, Julie; Robert B. Greenblatt, M.D. Library; Educational Education Institute; Department of Biobehavioral Nursing (2016-05-16)
      OBJECTIVE To measure evidence-based dentistry (EBD) activity between predoctoral dental students and their dental preceptors to improve dental school curriculum and training. METHODS Predoctoral dental students (PDS) learn and apply evidence-based dentistry (EBD) principles and practices during training in an accredited dental school clinical environment. PDS are also required to practice briefly at off-campus dental practices to learn how to treat patients and improve chair skills under a dental preceptor’s supervision. PDS and preceptors will be interviewed independently of each other by a medical librarian to recall EBD activity during patient care occurring in the off-campus setting. Both will be asked to recall EBD behaviors that address patient-centered needs and preferences, influence clinical decision making about patient diagnoses and treatment plans, and frequency of the application of scientific research to clinical problem solving. Interview transcripts will be transcribed and analyzed by an educational researcher for themes or trends in EBD activity in the off-campus settings.
    • For the mouths of babes: nutrition literacy outreach to a child care center

      Ballance, Darra; Webb, Nancy C.; Long, Sallie; Georgia Regents University (2014)
    • 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.
    • Growing a Liaison Program

      Baker, Camilla B.; Johnson, Autumn; Johnson, Melissa; Reese Library, University Libraries (2013-11-14)
      Librarians at a newly consolidated university will discuss how they transplanted the concept of embedded librarianship from their health sciences colleagues to the university library, in order to cultivate relationships with the library and nurture the campus culture.
    • Health Literacy Training for Healthy Start Participants

      Mears, Kim; Georgia Regents University (2015-05-12)
      Objective The Healthy Start Program aims to improve the adequacy of prenatal care and patient education to high-risk populations experiencing a significantly higher percentage of infant deaths within the first year of life. This project describes the partnership between a librarian and a Healthy Start program to provide nurses, case managers, and community members with training on accessing and evaluating health information resources. Method The director of the Healthy Start program identified the need for training on accessing reliable, evidence-based health information and partnered with a librarian to provide the training. The librarian received a National Network of Libraries of Medicine Southeastern/Atlantic Region training award to provide print materials and equipment necessary to complete the training. The librarian adapted curriculum from the National Network of Libraries of Medicine and offered the training session twice at bi-annual consortium meetings for the Healthy Start program. Assessment of the training sessions were completed through pre and posttests and instructor evaluations. The librarian and director also completed necessary paperwork to qualify the training sessions for Georgia Nurses Association Continuing Education credit for all nurses in attendance. Results Attendance at both of the instruction sessions totaled 28 participants. 54% (n = 16) of participants completed the pre and posttests. Comparison between the pre and posttest scores indicate an increase in knowledge regarding reliable sources of evidence-based nursing resources and the ability to identify and evaluate health information found online. Verbal feedback from the participants indicated satisfaction with the course. Conclusions Partnerships between librarians and community programs can support the efforts of healthcare professional to increase their information literacy skills, potentially resulting in improved health care for their clients and community. This project has been funded in whole or in part with Federal funds from the National Library of Medicine, National Institutes of Health, Department of Health and Human Services, under Contract No. HHS-N-276-2011-00004-C with the University of Maryland Baltimore.
    • How the Library Moved a Community Pre-Baccalaureate Information Literacy Course to an Online, Flipped Environement

      Shipman, Peter; Mears, Kim; Connolly-Brown, Maryska; Robert B. Greenblatt, M.D. Library (2014)
      Presentation from the 2014 Medical Library Association Southern Chapter Annual Meeting.
    • Impact of Medical Libraries and Information Services

      King, DN; College of Library and Information Science, University of Kentucky, Lexington, KY (Medical Library Association. Journal of the Research Section of MLA., 1992)
    • Importance of Chapter Membership: a 20-year Data Analysis

      Bandy, Sandra L.; Mears, Kim; Robert B. Greenblatt, M.D. Library (2012-10)
      This project analyzes 20 years of recorded membership data from the Southern Chapter of the Medical Library Association (SC/MLA). Outcomes will illustrate trends in membership.
    • 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.
    • Improving Library Instruction Through a Faculty Teaching Fellowship

      Ballance, Darra; Blake, Lindsay; Robert B. Greenblatt, M.D. Library (2014)
      Presentation at the 2014 Medical Library Association Southern Chapter Annual Meeting
    • Information Literacy/Information Architecture: Lessons Learned from a Card Sort Exercise

      Feher, Virginia; Mears, Kim; Johnson, Autumn; Reese Library (Georgia Regents University, 2013-08-23)