• Back to the Basics!: Career Development for Early Career Librarians Through SubjectIntensive Conferences

      Logue, Natalie; Stuart, Ansley (2017-05)
      To assess a subject intensive conference for career development benefits among librarians with less than 5 years of professional experience.
    • 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.
    • University Libraries Makerspace Proposal

      Mears, Kim; Logue, Natalie; Kouame, Gail (2017-01)
      A committee of three librarians created this proposal in response to Libraries administration's request to research a possible Makerspace for the Greenblatt Library. The proposal included a review of makerspaces in health sciences libraries, ideas on how to set up and manage such a space, equipment recommendations, and the location of the makerspace within the Greenblatt Library.
    • 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.
    • 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.
    • Rethinking the Archives: History Lectures for the Health Sciences

      Bandy, Sandra L.; Sharrock, Renee; University Libraries (2016-10-05)
      Objective: Unlike many health sciences libraries, our library has a large and far-reaching Historical Collection and Archives (HCA) housing hidden treasures. Showcasing this collection, and the history of the health sciences, has often been a challenge. This poster showcases 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 increased interest in the library’s historical collections and archives. Making these collections discoverable is the primary goal as we have rare books dating back as far as 1608 and archives dating back to 1822, before the establishment of the school. The library hosted a variety of lectures that focused on its 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 numerous obstacles that required creative solutions. Steps in the planning process include: (1) connecting historical collections with faculty or alumni to design lectures; (2) developing marketing strategies across the health science campus that encourage attendance and interest; and (3) assessing the effectiveness of the lecture series.
    • Reference for the Remote User Through Embedded Librarianship

      Connolly-Brown, Maryska; Mears, Kim; Johnson, Melissa; Robert B. Greenblatt, M.D. Library; Walter M. Bortz III Library; Reese Library; Georgia Regents University; Hampden-Sydney College (Taylor & Francis, 2016-02)
      Embedded librarians serve an important role in assisting remote users. Despite the varying degrees of embeddedness, all maintain the goal of ensuring the same high quality reference and instruction services that users have come to expect from the traditional library setting. Embedded librarians select and use technology that most effectively meets the needs of this unique user group. This technology can include the library website, course management systems, research guides, lecture and screen capture software, remote reference (including telephone, chat, and email), web conferencing, online survey tools, citation management, and social media. [NOTE: This is an electronic version of an article published in The Reference Librarian, 2016, VOL. 57, NO. 3, 165–181. This article is available at http://dx.doi.org/10.1080/02763877.2015.1131658.]
    • Building a DREAM: Medical Librarians Collaborating in the Creation of an Assessment Database

      Blake, Lindsay; Davies, Kathy J; University Libraries (2014-05)
      Program Objective: The DREAM (Directory and Repository of Educational Assessment Measures) project built a repository of peer-reviewed assessment measures used in health sciences education. Program: Librarians collaborated with the school of medicine’s educational department, the Educational Innovation Institute (EII), to create a medical assessment database, DREAM. The DREAM database is hosted within the MedEdPORTAL on the Association of American Medical Colleges (AAMC) website. Librarians tailored searches to the six main Accreditation Council for Graduate Medical Education (ACGME) competencies. The librarians worked closely with the DREAM project coordinator to craft PubMed searches that would find a variety of assessment tools for students and residents clustered around the six competencies. The searches were combed for Psychometrically Evidenced, Appearing Repeatedly in a Literature Search (PEARLS). PEARLS were sent out to reviewers, who prepared a critical analysis. A Critical Synthesis Package, which includes librarian created indexing, is then placed on the DREAM site. Main Results: The DREAM initiative launched online officially in October 2013. The six ACGME searches will be expanded to cover the entire health sciences arena and social science databases. Librarians have become full-partners with the EII team on the DREAM project, designing not only searches, but providing feedback, participating in monthly meetings, and assisting as needed. DREAM has gained national attention and led to further Librarian involvement in projects on campus and for other organizations. Conclusion: The collaboration between the EII and the medical library is mutually beneficial. The medical librarians have gained national recognition for their inclusion in the DREAM project. The project has been presented at medical education and library conferences. Librarians are collaborating on an article with the EII DREAM team for publication in the medical education literature. Librarians have also improved on their searching skills in PubMed by expanding their knowledge of both MeSH and indexing. This has helped them to become more efficient and productive searchers.
    • 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.
    • A Whole New Ballgame: Teaching Evidence Based Practice in the Hospital

      Blake, Lindsay; Ballance, Darra; University Libraries (2012-05)
      Objective: A CE course was created for librarians and nurses to educate both groups on the use of Evidence-Based Practice in the hospital setting. We want to expand this course to suit other health professionals. Setting: A Health Sciences University in Georgia. Design: Three Librarians worked together to create a comprehensive review of Evidence-Based Practice (EBP). The course was created in three parts to cover the basics tenets of EBP, how to apply EBP to the hospital setting, and integrating patient preferences into EBP and patient care. MLA CE credit was obtained for Librarians and Georgia Nursing Association contact hours were obtained for nurses. Participants were given a pre-test and post. IRB approval was granted by the hospital and the academic institution. Findings: Through numerous classes taught to both nurses and librarians we found that EBP knowledge was improved after the 3 hour course. Comments revealed some areas for improvement. Both groups wanted more techniques for evaluating articles to determine if they are evidence-based and wanted more details on statistical information found in these articles. Nurses wanted more information on how to directly apply results, and how to conduct evidence-based research themselves. Conclusion: Because the use of EBP is spreading to more health professions, we are working on redesigning the course to appeal to a wider audience. Physicians have opportunities to receive EBM training, but there are fewer training avenues for nursing and allied health professionals outside of academia. We hope to redevelop our course to appeal to these groups and bring EBP from the colleges into the practice setting.
    • Piloting an Online Evidence-Based Practice Course for Nurses

      Mears, Kim; Blake, Lindsay; Augusta University (2016-05)
    • 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.
    • 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.
    • Library on Demand: Developing an Education Outreach Webinar Series

      Mears, Kim; Davies, Kathy J; Blake, Lindsay; Ballance, Darra; Connolly-Brown, Maryska; Stuart, Ansley; University Libraries (2016-05)
      Objectives: To describe a collaborative project to host live and recorded instructional webinars; To highlight specific information resources; To promote underused library services Methods: Surveyed library employees to identify potential webinar topics; Established a priority order of topics and a calendar for the webinar series; Identified the technology platforms and best practices for online instruction delivery; Committee members provided technical assistance for both viewers and lecturers, coordinated scheduling, and served as instructors; Created a checklist for promotional procedures Results: Webinar series launched in August 2014; Topics scheduled bimonthly; Recorded webinars available on LibGuide as well as the Libraries’ YouTube channel; 1032 views of the series content since the creation of the LibGuide from June 2014 – March 2016 Conclusions: Developing an online webinar series proved to be a viable method to expand the Libraries’ educational program across campuses and increase librarian technology skills; Future directions include identifying topics and collaboration with the undergraduate library
    • Two Years in the Life of a Nursing Embedded Librarian

      Burchfield, Vicki; University Libraries (2016-05-15)
      Objective: To demonstrate usage patterns and activities of librarians embedded in a college of nursing after two years of data collection on transactions. Introduction: The Robert B. Greenblatt, M.D. Library at Augusta University began an embedded librarian program within its constituent colleges, including the College of Nursing, in 2012. The College of Nursing has willingly and actively engaged with their embedded librarian (EL), providing an opportunity to analyze how the librarian’s knowledge, skills, and time are being used in order to better target services. The AU College of Nursing has four degree programs and one certificate program, with a total of 1,126 students in FY 2014. For a breakdown of students by degree type for FY 2014, see Figure 1. At present, the College of Nursing has campuses in Augusta and Athens, GA. Many of its programs are offered online. Methods: Two years' worth of usage statistics recorded by embedded librarians in LibAnswers were examined for patterns and trends in utilization of EL services. Interviews were conducted with librarians who acted in the role of EL for the College of Nursing since the inception of the university’s embedded librarian program to gain clues into the ways in which the librarians were active in the college. Results: From April 1, 2014 through March 31, 2016, 465 reference transactions were recorded from the College of Nursing. Of these transactions, 233 (50%) were initiated by students and 149 (32%) by faculty, with the remainder initiated by staff, senior administrators, librarians, and employees of the university’s health system; see Figure 2 for mode of contact by faculty, students, and staff. Student-initiated transactions were primarily basic reference or consultations, while faculty-initiated transactions were more distributed; see Figure 3. More than 50% of student interactions took greater than 15 minutes. 51% of faculty interactions took 15 minutes or less Student-initiated transactions showed a slight spike on Mondays and Fridays, when the EL holds office hours. Within the College of Nursing, the EL is part of the Center for Nursing Research. She holds office hours twice a week on Mondays and Fridays in an office located with the Center for Nursing Research in the College of Nursing. In addition to office hours, the EL participates in the Academic Affairs Committee, Information Technology Advisory Committee, and, at the hospital affiliated with the university, the nurses’ Evidence-Based Practice Council. The EL also leads orientations for each of the degree programs, and faculty frequently link tutorials created by the EL from courses in the university’s learning management system. Conclusions: While the EL does not receive many more questions during office hours than outside of office hours, having a physical presence in the College of Nursing allows the EL to become familiar with faculty and staff. Similarly, attendance at Academic Affairs Committee meetings helps the EL keep track of changes to the curriculum. One possible area for future research is whether there is a disparity in awareness and use of the EL between local and long-distance students and faculty.
    • 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.
    • When libraries combine: Creating a Georgia Regents University Libraries website

      Mears, Kim; Feher, Virginia (Association of College & Research Libraries, 2015-09-29)
      This paper is chapter 12 within the book Difficult decisions: Closing and merging academic libraries (S. Holder & A. Lannon (Eds.)). This publication explores all of these aspects of library consolidation through commentary, research, and case studies written by librarians with experience navigating these events. Individual chapters address either the entire process of a consolidation or closure, multiple aspects of one or more experiences, or one aspect that is particularly important such as communicating with faculty or using data to make decisions about collections. Difficult Decisions: Closing And Merging Academic Libraries is a comprehensive resource for library administrators faced with making these decisions, librarians asked to assist with these challenging projects, and anyone working in a library undergoing a merger.
    • The Tuskegee Syphilis Study: Medical Research versus Human Rights

      Blake, Lindsay (2010)
      The Tuskegee Syphilis Study of the Untreated Male Negro has become a landmark in medical history. Since the existence of the Tuskegee Syphilis Study became public knowledge in the 1970s it has been widely regarded as one of the most blatant examples of medical racism. Knowledge of the experiments is widespread throughout minority. The study has been blamed for low African American participation in medical research by creating distrust of the medical community. Because the study was funded by the Public Health Service (PHS) it has also created a climate of distrust of the government by poor and minority populations across the United States.
    • ORCID Implementation at Georgia Regents University

      Mears, Kim; Robert B. Greenblatt, M.D. Library (2015-05-17)
      ORCID (Open Researcher and Contributor ID) offers a solution to name ambiguity within the publishing world, as well as a method for scholars to maintain a professional record of scholarly activities. The Georgia Regents University Libraries facilitated the adoption and integration of ORCID throughout the GRU campus community by actively engaging faculty and graduate students, as well as integrating ORCID into key university systems. The library collaborated with the University’s Department of Human Resources (HR) and BioMed Central to enhance the adoption and integration of ORCID identifiers in university systems, including the institution’s digital repository, Scholarly Commons, and the University’s Human Resources Management System (HRMS). The library has also begun to focus on educating graduate students on the benefits of ORCID as they begin to build their research portfolio. Librarians can assist their institution in improving research information infrastructure and ORCID is unique because it is the only researcher identifier integrated into grant and manuscript submission systems. This project benefits researchers and the University by increasing the adoption and use of ORCID identifiers and supporting efforts to reduce confusion in regards to common or international names. This is especially important when scholarly productivity has a direct impact on promotion and tenure. ORCID integration in Scholarly Commons was completed in September 2014. Successes and challenges along with the librarians’ educational efforts to introduce ORCID will be reviewed.
    • 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.