Contributed Papers: Session 1A
Track: Practice/Service Improvement
Friday, 11:30 am - 12:30 pm
Moderator: Nadine Dexter, MLS, AHIP Director, Harriet F. Ginsburg Health Sciences Library University of Central Florida College of Medicine
Two for One: Combining Two Medical Library Campus Websites
Carolyn Klatt, MLIS, Mercer School of Medicine, Memorial University Medical Center Health Sciences Library, Savannah, GA Additional Authors: Anna Krampl, MSLS, Reference Librarian; Kim Meeks, MLIS, Systems Librarian; Jan LaBeause, MLS, Director; Mercer Medical Library & Peyton T. Anderson Learning Resource Center
Question/Objective: To meet the challenge of providing one website as a single point of online entry for two medical school campus libraries, each serving unique clientele outside of the school of medicine. Setting or Participants: A medical school with two campuses -- one in Macon and one in Savannah. The Macon campus library also supports Master’s programs in Public Health, Family Therapy, and Nurse Anesthesia, as well as serving as the hub for the GAIN (Georgia Interactive Network for Medical Education) consortium. The Savannah campus library also supports the Memorial University Medical Center, which includes a main hospital, a pediatrics hospital, a cancer institute, and a biomedical research facility.
Methodology: Library faculty assessed the content of the existing sites to determine which resources and services were shared by the two libraries. This included assessing license agreements to determine the extent of access for each resource, revisiting policies to determine which were overarching and which were designed to meet a specific library need, and reviewing services to see which were provided in the same manner at both locations. A single website was designed to reflect the shared and unique features of each library.
Findings: The new website has made it easier for the libraries, as well as the school as a whole, to market the libraries’ resources and services.
Conclusion: Two distinct campus libraries can share a single website while still providing unique services and resources to each group of users. We are currently evaluating usability as we assess how to improve the site.
VALNET's Virtual Reference Service
Priscilla L. Stephenson, MSLS, MSEd, AHIP; Chief, Library Service, G.V. (Sonny) Montgomery VA Medical Center, Jackson, MS Additional Authors: Mary Virginia Taylor, MLS; Chief, Library Service, VA Medical Center, Memphis, TN; Margaret O. Fulsom, MLS, Chief, Library Service; Ralph H. Johnson VA Medical Center, Charleston, SC
Question/Objective: In 2006 the Department of Veterans Affairs Library Network (VALNET) librarians organized a Virtual Reference Task Force to investigate the need for a nation-wide virtual reference service. VALNET librarians postulated that clinicians in the system needed a source for reference service during hours when their libraries were not open or at times library staff was not available. The system is now 3 years old and has moved through several stages. This paper reports on its success and reviews current trends in the questions received.
Setting or Participants: The VA's Virtual Reference Service is managed by a team of 20 volunteers who serve one or two 3-hour shifts each week, responding to email reference requests received from the 150 VA hospitals in the US.
Methodology: We reviewed questions received by the VR Service since its inception and analyzed their range and scope and the demographics of the requestors.
Findings: This paper will report on the results of that review, the development of the program, and changes to the structure and function of the Virtual Reference Service. We will review its successes and discuss document delivery issues, trends, and the training program for new team members.
Conclusion: The VA’s Virtual Reference Service has been successful in providing backup coverage for library reference services to VHA facilities when librarians are not immediately available to answer questions. Future issues include the need to expand the service, ongoing training needs, and services available to facilities lacking local library service.
All Shook Up: A Randomized Controlled Trial to Best Promote Rural Outreach Services
Nakia J Carter, Clinical Reference Librarian, MSIS, AHIP, East Tennessee State University Quillen College of Medicine Library Additional Authors: Rick Wallace, MSLS, EdD, AHIP, Associate Director; Kefeng (Maylene) Qiu, MALS, AHIP, Clinical Reference Librarian, Quillen College of Medicine Library, East Tennessee State University, Johnson City, TN
Question/Objective: The East Tennessee State University Quillen College of Medicine Library (ETSUQCOML) wanted to determine if the introduction of phone calls and emails to an existing outreach visit increased the usage of the ETSUQCOML's services.
Setting or Participants: Eight hospitals and 16 clinics in rural East Tennessee were chosen to participate.
Methodology: Two site visits were made a month to each participating institution. A total of two phone calls and two emails a month were given to multiple contacts in the hospital or clinic. The hospitals and clinics were randomized to determine which received the phone call intervention. Interlibrary loan statistics and reference search statistics were then analyzed to determine if there was a statistically significant difference. The data were also analyzed to determine if the intervention was more successful in hospitals or clinics.
Findings: Librarians learned to what degree email and phone calls could be substituted for personal visits in an outreach service as a means of maintaining it and not experiencing a decline in service requests.
Conclusion: In today's economic times, it is important to maintain services to underserved health care providers but to do it in the most cost-effective manner. This study has provided helpful data as to the possibility of substituting less expensive contacts such as emails or phone calls for more expensive ones such as face-to-face visits to sustain an outreach service. The authors are looking to extend this project to multiple end-points such as 6 months, 9 months, and 1 year to determine sustainability.
Raising a New Academic Medical Library: Developmental Milestones in Facility Planning
Barbara Shearer, Director, Maguire Medical Library, MSLS Florida State University, College of Medicine Additional Author: Suzanne Nagy, Head of Web Services, MSLS, Florida State University College of Medicine
Purpose: This paper describes the evolution of the physical facility of an academic medical library designed to serve a new community-based college of medicine. Setting/Participants/Resources: The physical library provides one place among several places within the college for students to use in meeting their study needs. The educational model of the college requires that students participate to a high degree in group study activities, work in simulated settings with standardized patients and mannequins, and use laptops and PDAs to access the resources of the digital library. Identification of the unique role of the physical library is especially important in this type of educational setting.
Brief Description: Five years after the new college of medicine was formed and a new college building occupied, all study spaces within the college were evaluated to determine if the most effective use of each type of space was being made. A student survey was conducted; head count and circulation data were evaluated; and planning sessions were held with taskforce members and a library interiors company.
Results/Outcome: As a result of the evaluation, a library renovation plan was prepared and approved. Based on the finding that individual seating for 25% of each class is optimal, the library was renovated in December 2008. Most of the print collection was moved to a separate 24/7 study carrel room, and twice the number of individual study carrels and lounge chairs were added to the library. The library staff has received many positive comments from students, faculty, and administrators and continues to make refinements to the facility.
Contributed Papers: Session 1B
Track: People and Careers
Friday, 11:30 am - 12:30 pm
Moderator: Fatima M. Mncube-Barnes, Library Director, Meharry Medical College
Starting Early: Recruitment Strategies for Generation Y
Brenda F. Green, MLS, Associate Professor and Coordinator Additional Author: (co-author) Zachary E. Fox, BS, Computer Information Specialist, Health Sciences Library and Biocommunication Center, University of Tennessee Health Science Center
Objective: To assist in recruiting the next generation of librarians, health sciences internships, symposia, and research forums were marketed to underrepresented minority students with an interest in health sciences and health information. Diverse learning experiences and activities provided exposure to a field that is underexposed to this population of students.
Setting: An academic health sciences library located in the Midsouth that serves seven health professional colleges.
Methods: Through a partnership among librarians, diversity officers, administrators, high school personnel, and seven medical center libraries, strategies were developed to attract and track high school student interest in the field of health sciences librarianship and informatics. Recruitment strategies used among the partner institutions included field trips to local libraries, mentorship programs, internships, contests, and the use of social networking media such as Facebook.
Discussion/Conclusion: Following an extensive community outreach campaign, over 400 inquiries, and submission almost 100 applications, a health sciences library offered internships to a diverse group of high school students over a 4-year period. This paper discusses the use of social networking media, e-mail, telephone texting, and other strategies that were used to connect with interns engaged in a month-long internship at an academic health sciences library. It also highlights learning activities and projects that were completed by the interns and offers suggestions and strategies that can be implemented at libraries that are interested in recruiting and mentoring the next generation of librarians.
Grooming our Future Medical Students: Preparing Minority Students for College and Medical School
Sandra Bandy, MS, AHIP, Assistant Professor and Education Services Librarian, Medical College of Georgia, Robert B. Greenblatt, MD Library Additional Author: (co-author) Lindsay Blake, MLIS, AHIP, Instructor and Information Services Coordinator
Question/Objective: The Medical College of Georgia’s School of Medicine Office of Educational Outreach and Partnerships for the past 39 years has provided a “health career pipeline” for minority high school and college students during the summer. The Student Educational Enrichment Program (SEEP) focuses on preparing disadvantaged students who are considering careers in the health professions. Greenblatt Library has participated in this program for 23 years. The initial library course began as a computer literacy course but morphed into a research skills course as it became apparent that students were increasingly sophisticated computer users but troubled when it came to finding research.
Setting or Participants: The Library Research Seminar is a 6-week course that meets once weekly in the library’s electronic classroom. Approximately 18 high school students from Georgia are chosen annually. Most students are graduating seniors entering college.
Methodology: A detailed course syllabus is given to each student to follow weekly topics and in-class assignments. At the beginning of each class, a quiz is given focusing on the previous week’s discussions. Grades are turned in to the program office. The course design is a three-tier model.
Findings: Students enter class with varying levels of library and research skills. The class helps in developing skills necessary in researching and writing papers. Students will also leave with a better understanding of database searching and resource identification skills. These skills will aid in their undergraduate college experience and later in medical school.
Conclusion: The SEEP program has helped prepare students for a future in health professional schools while also preparing those students to enter college. After 39 years, the SEEP program is facing funding issues. MCG is now in a battle to save this program and continue to assist disadvantaged youths contribute to the healthcare of Georgia.
One Stone Three Birds: A Library Grand Rounds Program
Kefeng (Maylene) Qiu, MALS, AHIP, Clinical Reference Librarian, Quillen College of Medicine Library, East Tennessee State University, Johnson City, TN Additional Authors: Nakia J. Carter, Clinical Reference Librarian, MSIS, AHIP, East Tennessee State University Quillen College of Medicine Library; Rick Wallace, MSLS, EdD, AHIP, Associate Director
Question/Objective: It is essential that libraries need to connect with people in order to meet challenges ahead. Connecting people by a program can bring about multiple benefits to a library. To explore a new approach to people, a library grand rounds program was implemented to reinforce a library network relationship, expanding librarians’ knowledge, and better understanding the users’ interests in a college of medicine community.
Methodology: A library grand rounds program was initiated in 2006 and is organized regularly. It was expanded when the participating librarians perceived the demand of increasing the knowledge in information technology and the necessity of reinforcing the library’s activities within the university. Faculty and staff from various departments in the university were invited to give presentations in the library grand rounds meetings. Speakers addressed a variety of topics that related to library work and also helped librarians expand their knowledge, such as PDA, Web 2.0 tools, SPSS, searching DNA information in PubMed, and digital media overview.
Findings: Faculty members from a number of colleges and departments and librarians have been invited to share their knowledge and experience. Through this type of communication, the library’s intra- and internetworks have been expanded and strengthened. Librarians’ work-related knowledge has been enhanced. Participants obtain not only valuable tools in information technology but also benefit from cross-disciplinary knowledge. Better services have been provided. The tools and knowledge introduced in the grand rounds meetings are considerably helpful in the library’s service and some have been adopted in library projects.
Conclusion: The program can provide a good opportunity for librarians to gain and share new knowledge, connect target users, other professionals, and peers. The program would result potentially in better library services.
Library Orientations: A Mixed Methods Approach
Brenda F. Green, MLS, Associate Professor and Coordinator Additional Author: (co-author) Zachary E. Fox, BS, Computer Information Specialist, Health Sciences Library and Biocommunication Center, University of Tennessee Health Science Center
Objective: To highlight the multiple methods that are used to orient new students, faculty, and staff members to both the library’s physical space and the library’s electronic resources. Also, this paper shows how the methods of orienting students to the library overcome the problems of distance, language, and computer literacy.
Setting: An academic health science library and biocommunications center in the Midsouth serving seven colleges.
Methods: Faculty-led, face-to-face orientation sessions that cover how to access the library’s print and online resources coupled with physical tours of the library. Interactive panoramas, which are high-resolution pictures of the library’s individual floors pieced together and made interactive with the ability to zoom and pan. Virtual library tours, which are pictures of the library’s features coupled with text-based information. An orientation podcast, which is a short audio file that is enhanced with pictures, made compatible for viewing on a computer or downloading to an iPod.
Discussion/Conclusion: Incoming students, faculty, and staff members come from diverse backgrounds, and their ability to learn is affected by the method used to disseminate information to them. The availability of online resources such as podcasts, virtual tours, and interactive panoramas of the library’s physical space offer distance students the same knowledge of the library that is afforded to residential students. The library offers physical tours and step-by-step orientation sessions to residential students, faculty, and staff, coupled with the aforementioned online resources, to increase understanding of the library’s services. Because the patron demographic that consumes library information is dynamic and diverse, the library is constantly adapting to new technologies while embracing tried and true methods of delivering information to patrons.
Contributed Papers: Session 1C
Track: Supporting EBM and EBP
Friday, 11:30 am - 12:30 pm
Moderator: Christine Whitaker, Collection Development Librarian, School of Medicine Library, University of South Carolina
Supporting Evidence-Based Medicine (EBM) Practice: A Survey of Medical Librarians
Lin Wu, University of Tennessee Health Sciences Library Additional Author: Ping Li, PhD, Assistant Professor, Graduate School of Library and Information Studies, Queens College, City University of New York
Question/Objective: The study seeks to explore whether and how practicing medical librarians are playing a role to support and enhance EBM practice.
Setting or Participants: The survey population includes medical librarians working in academic libraries, hospital libraries, and special libraries in the United States.
Methodology: The data collection technique is an online survey created with Survey Monkey. A questionnaire was distributed to MEDLIB-L, the discussion list of the Medical Library Association (MLA), several listservs from MLA Chapters and MLA Sections, and some blogs hosted by medical librarians. The questionnaire is composed of 11 multiple-choice questions about health sciences librarians’ responsibilities and duties related to supporting EBM practice plus 3 open-ended questions for their work settings, specific job titles, and comments.
Findings: 596 medical librarians took the survey. Data analysis shows that practicing medical librarians have been taking on various EBM-related responsibilities, including but not limited to the provision of EBM research to users, selecting, organizing and maintaining EBM resources, creating EBM tutorials or related instructional materials, offering instruction on EBM, and contributing to EBM initiatives. These duties are in many cases routine by nature and also project-related at times. Many of the medical librarians have integrated EBM-related activities and components into their primary responsibilities.
Conclusion: Health sciences librarians are taking the EBM challenge and are playing an active role in supporting and enhancing EBM practice. Health sciences librarians, especially those who provide services directly to health care professionals, are in need of training to acquire and update their EBM skills. The research finding should be significant in providing guidance for both practicing health sciences librarians and those seeking employment in health sciences libraries. It should also be significant in bringing insight into the development of library schools’ curricula to train and prepare future health sciences librarians to meet the needs of today’s EBM practice environment.
Ain't Nothin' But a PDA: Measuring the Effectiveness of PDAs in Rural Practice
Rick Wallace, Assistant Director, MSLS, EdD, AHIP, East Tennessee State University Quillen College of Medicine Library Additional Authors Nakia J. Carter, Clinical Reference Librarian, MSIS, AHIP, East Tennessee State University Quillen College of Medicine Library
Question/Objective: To determine if a PDA with drug and evidence-based disease information with librarian training can adequately meet the information needs of clinicians in rural areas with low information availability. Setting or Participants: A clinical trial methodology was used. Eight hospitals were selected in rural Appalachia in Tennessee, US, based on accepted definitions of rurality.
Methodology: The hospitals were randomized into two groups of four hospitals with 40 PDA users in each group. Both groups were treated equally except the information needs of one group were measured using a survey instrument before the intervention and in the other group several months later.
Findings: Participants who received the PDAs with the evidence-based software and librarian training showed a greater level of satisfaction with information retrieved in the clinic, required less time to find an answer, and more frequently found answers to their clinical questions.
Conclusion: Providing a PDA device with evidence-based software and librarian training is an effective intervention to improve information access in rural settings. PDAs are valuable information tools in health sciences libraries. This study tends to agree with the general literature that PDA devices tend to increase user satisfaction, save time, and improve result retrieval.
Enhancing Information Literacy Skills by Researching 'Never Events' (NE)
Lin Wu, Reference Librarian, MLIS, University of Tennessee Health Science Center Library Additional Authors: Cynthia K. Russell, PhD, RN; Mona Patterson, MSN, RN, PhD Student, College of Nursing, the University of Tennessee Health Science Center
Question/Objective: This project sought to demonstrate the successful partnership between a health sciences librarian and nursing faculty members in an innovative nursing informatics course designed to increase information technology (IT) and information literacy (IL) skills of first-year nursing students via research projects on never events.
Methodology: Informatics for Healthcare, a two-credit hour course, was delivered over a period of 10 weeks to nursing students using face-to-face and online instruction methods. Twenty-eight never events were used as clinical topics for students to research. Students were assigned tasks to search for relevant information using scholarly publications and quality web resources pertaining to three NE focus areas. Web 2.0 technologies and tools were used to engage student learning and to provide opportunities for students to demonstrate their IT and IL knowledge and skills. Collaborating with nursing faculty, the librarian’s involvement included presenting just-in-time learning topics in class, contributing to the course wiki site, providing one-on-one consultation, and reviewing students’ individual wiki pages. Assessment techniques included pre- and postinformation literacy surveys to collect students’ opinions regarding Web 2.0 technologies used in the course and a health sciences librarian’s involvement in the course.
Findings: Survey results showed students’ literature searching skills had been improved after researching NE (83%). Students (75%) agreed the whole process researching for NE made them feel more comfortable to search for quality information. Students’ responses to the postclass IL survey question, “Compared to when I entered the program, I feel more prepared and can be more successful in…” revealed agreements ranging from 59% to 94% on several IT and IL topics. Students’ feedback was positive about the librarian’s involvement in the course. Online collaboration using a wiki is a challenge to students, because 97% of them had never used a wiki prior to the class. Detailed instructions and clear assignment expectations should be in place to help motivate students to collaborate on completing the project.
Conclusion: Students consider their IT/IL competencies adequate, so it is important to provide opportunities for them to demonstrate their abilities as well as demonstrate the relevance of IT/IL content to their student and future nursing roles.
Evidence-Based Nursing: A Seminar in Integrating Literature, Clinical Practice, and Patient Education
Lindsay Blake, MLIS, AHIP, Information Services Coordinator Additional Author: (co-author) Darra Ballance, MLIS, AHIP, Assistant Director, AHEC Learning Resource Centers, Medical College of Georgia
Question/Objective: Can librarians contribute to the evidence-based nursing process by providing nursing staff and hospital librarians with instruction in EBP research, outcomes improvement, and guideline development?
Setting or Participants: Participants include hospital and academic librarians and hospital nursing staff. Hospitals, school sizes, and clinical settings vary, but many institutions are keenly interested in obtaining or maintaining ANCC-designated Magnet status. Because of their interest in professional excellence, hospitals and nurses are looking for ways to integrate evidence-based practice with bedside care, improve methods of educating patients and families about best evidence, and encourage these groups to be active participants in the guidelines process.
Methodology: The librarians participated in nursing governance on the Evidence-Based Practice Council. This experience led to the development of a seminar that would help the staff nurses in a teaching hospital reach their goals for obtaining Magnet status. The seminar helps introduce both nurses and librarians to EBP and provides MLA credit and GNA nursing contact hours. The seminar’s design took participants through the three parts of evidence-based practice: first, a session to cover EBP basics and literature; second, integrating EBP into the clinical setting; third, applying patient preferences to treatment. Participants were given pretests and posttests, as well as instructor and class evaluation forms. Nurses attended the seminar at the hospital, and librarians participated at a state conference.
Findings: Both nurses and librarians showed an overall improvement in evidence-based practice knowledge. Results between the pre- and posttests show a 7% increase in evidence-based knowledge.
Conclusion: Participants found the course applicable to their everyday activities and useful in helping gain the knowledge and skills to participate in evidence-based projects around the hospital. A librarian-led seminar on evidence-based practice is a valid method for increasing nursing skills and librarians’ liaison efforts with hospital staff.
Contributed Papers: Session 2A
Track: Community Outreach and Education
Saturday, 11:00 am - 12:00 pm
Moderator: Kim Meeks, MLIS, AHIP, Systems and Electronic Resources Librarian Mercer Medical Library and Learning Resources Center
Jammin’ with the Results of the MLA/NLM Health Information Literacy Research Project
Jean P. Shipman, MSLS, AHIP, FMLA, Director, Spencer S. Eccles Health Sciences Library, University of Utah Additional Authors: Geneva Bush Staggs, MSLS, AHIP, Assistant Director for Hospital Library Services, Health Information Resource Center, USAMC; Carla J. Funk, MLS, MBA, CAE, Executive Director, Medical Library Association
Question/Objective: To encourage librarians to educate health care providers about health information literacy via sharing the evaluation results of the Health Information Literacy Research Project (HILRP). This paper will highlight the project key findings, pilot site librarians’ experiences, and lessons learned especially unexpected outcomes.
Setting or Participants: Hospital-based administrators, health care providers and librarians.
Methodology: The HILRP, developed by MLA with funding from NLM, was conducted to increase awareness of health literacy role with providing quality patient care, encourage use of NLM resources (MedlinePlus and Information Rx), and promote librarians as key providers of health information literacy support. A survey was conducted of hospital administrators and health care providers. Multiformat curricula were developed with nine hospital-based libraries piloting a mediated version to multiple types of care providers over a 4-month period. Trainees completed a pre-/posttraining evaluation and a 2-month follow-up survey to assess increases in knowledge and changes in behavior. Librarians completed a report to provide formative feedback and offer guidance to others. The HILRP-mediated curriculum was revised based on feedback and is publicly available. Findings: The survey was sent to 7,655 hospital administrators and providers via email. A total of 301 surveys were completed, a response rate of 4%. Pilot site librarians conducted 67 sessions, reaching 1,114 health care providers. Eighty-six percent (n=912) of trained respondents said the curriculum increased their knowledge of health literacy; 91% stated they intended to use MedlinePlus as a result; and 47% said they planned to refer patients to the library for support. From the follow-up survey, 81% (n=183) said they would consult their librarian regarding health literacy issues. Complete project results and curricula are available via MLANET (www.mlanet.org/resources/healthlit).
Conclusion: Through participating in the HILRP, librarians evidenced increased institutional visibility, recognition for promoting patient safety and patient-provider communication, and were acknowledged for supporting cultural competence. Community outreach was another key outcome.
Don’t Be Lonesome Tonight: Public Librarians as Go Local Partners
Rita B Smith, MLIS, AHIP, Outreach and Education Coordinator, Medical Library and Peyton T. Anderson Learning Resources Center, Mercer University School of Medicine Additional Authors: Jan LaBeause, MLS, AHIP, Director, Medical Library and Peyton T. Anderson Learning Resources Center, Mercer University School of Medicine; Anna Krampl, MSLS, AHIP, Reference Librarian, Medical Library and Peyton T. Anderson Learning Resources Center, Mercer University School of Medicine
Question/Objective: This paper describes the vital role that Georgia’s public libraries have played in developing, launching, and sustaining Georgia Health – Go Local and enumerates the challenges and opportunities in maintaining this successful collaboration.
Setting or Participants: Georgia health sciences librarians began planning a Go Local project in 2005 and invited a variety of entities to collaborate in the process, including the Georgia Public Library Service (GPLS), which coordinates library services in the state.
Methodology: Undertaking a Go Local project is a huge task, and Georgia’s public library system assisted in planning and implementing Georgia Health – Go Local through funding, marketing, and promotion. Public librarians across Georgia continue to play an active role in marketing and promoting Go Local, as well as serving on its advisory board. Public library staff have also been trained as database indexers and auditors, although these efforts have proved less successful.
Findings: State coordinators have identified several ways in which public libraries can prove helpful in establishing, launching, and maintaining a Go Local project. At the same time, sustaining public library interest in Go Local amid staff and priority changes is a challenge.
Conclusion: GPLS has been an invaluable partner in Georgia’s Go Local project; however, it seems unlikely that it will be a suitable source of long-term funding or assistance with maintenance of the database itself. It may prove beneficial for other states to establish strong public library relationships when planning or implementing a Go Local project.
Health 2.0 Websites Build a Voice for Patient Power
Xinyu (Cindy) Yu, Assistant Professor, PhD, University of Southern Mississippi
Question/Objective: What are major applications of Health 2.0 used among these websites? What is the strength of relationships between "actors" of these websites?
Setting or Participants: The communication between patients and doctors is crucial to a disease’s diagnosis and treatment. Patients narrate their medical problems, and doctors write reports and determine the nature of patients’ diseases. To a degree, doctors’ explanation of a disease can help patients overcome fear and uncertainty of the disease. Patients who suffer from chronic or rare diseases or physical and mental handicaps need constant support to cope with their conditions for a lifelong period. Lack of tools and constraints of time in the past have created barriers for efficient communication between doctors and patients. The emerging Health 2.0 website establishes online communities of patients especially for those who suffer chronic and rare diseases. Health 2.0 is one of associated concepts derived from Web 2.0 and also shares Web 2.0 principles. Health 2.0 enables patients to generate open access health information for research. Health 2.0 is labeled as “patient-driven research” with applications of blogs, online groups, peer-to-peer portals, information portals, patient messaging, home health applications, and personal health record systems. A rapid growth of Health 2.0 implies a future for digital medicine, health costs, health research, patient education, and disease management.
Methodology: In this study, four leading health 2.0 websites were selected for content analysis of messages posted by patients including Health.com, patientslikeme.com, e-patient.net, and Imedix.com. Social Network Analysis (SNA) was used to illustrate the strength of existing online communities. SNA is a technique used to map the relationship between “actors” and to determine the strength of relationships.
Findings: Preliminary results showed that these websites have established active communities of chronic and rare diseases. Patients used blogs to describe their condition and attitude and make use of colors and graphic charts to record their disease history and management.
Conclusion: Health 2.0 websites provided accessible tools for patients who suffer from difficult diseases.
After Hours Medical Librarians: Involvement in the Community Viewing of the "Unnatural Causes" Documentary
Authors: Joe Swanson, Jr., Division Head for Computer Systems, MSLS, Morehouse School of Medicine Additional Author: (co-author) Roland B. Welmaker, Sr., Archivist/Librarian, MSLS, Morehouse School of Medicine
Question/Objective: In April 2008, 100 Black Men of South Metro, Inc., was awarded a grant to conduct a wellness community awareness program using the documentary “Unnatural Causes: Is Inequality Making Us Sick” Health. The goal was to form a cadre of individuals from all levels of society to serve as voices to eliminate health disparities and to increase the health literacy of the participants. Partnering with the Morehouse School of Medicine Library’s Outreach Program, viewings were conducted at various sites in Metropolitan Atlanta.
Setting or Participants: Selected churches and organizations in Metropolitan Atlanta.
Methodology: Partnering with the Morehouse School of Medicine Library, viewings were facilitated and coordinated by Joe Swanson, Jr. After viewing an episode, a moderator led discussions and administered a posttest. Dr. Welmaker created and analyzed the posttests. MSM librarians also provided information related to the online consumer resources of the National Library of Medicine.
Findings: Based on the posttest, many viewers were able to identify several causes that affected their health. Many agreed that economics, exposure to environmental hazards, work conditions, family matters, income inequality, and other causes affected one’s health.
Conclusion: During the discussions, a number of individuals gave personal testimonies and were surprised at the effects of stress on their lives. Others agreed that being able to identify stress would help in its elimination. Based on the posttest, a large percentage of the audience understood the message of the episode viewed and would work to enlighten others about stress and other causes of health inequities.
Contributed Papers: Session 2B
Track: Technology in Outreach & Education
Saturday, 11:00 am - 12:00 pm
Moderator: Sandra Bandy, M.L.S., A.H.I.P., Assistant Professor, Education Services Librarian, Robert B. Greenblatt, MD, Library, Medical College of Georgia
Video Conference Technology for Distance Education: HealthtecDL
Darra Ballance, MLS, AHIP, Assistant Director, AHEC Learning Resource Centers, Medical College of Georgia Additional Authors: Scott Denlinger, MLIS, Magnolia Coastlands AHEC; Skye Bickett, MLIS, Foothills AHEC; Michelle Huskey, MS, RRT-NPS, SOWEGA AHEC
Question/Objective: A statewide Area Health Education Center (AHEC) Network was awarded a major grant in 2008 to utilize distance learning technology to design and deliver educational programs that addressed the Network’s key program areas (aiming students to health careers, training health professions students and clinical faculty, and retaining health professionals in rural and underserved areas). Forty-two programs would be offered in 1 year.
Setting or Participants: The AHEC consists of six regional nonprofit centers, managed by a Program Office. Center staff members include librarians, continuing education coordinators, preceptor coordinators, and health career counselors.
Methodology: AHEC staff members, including librarians and continuing education coordinators, were trained extensively on equipment used to broadcast live audio/video and recording audio, video, and presentations in an Internet playback format. Several web-based services were used: RegOnline to register participants; Adobe Connect to host the Internet-based video conferences; Survey Monkey for evaluations; and SharePoint as a shared-file storage/workspace. Programs were developed by the AHEC using local health professionals. Participants were contacted via targeted email invitations and attended the interactive programs via the Internet. Program content has included diabetes management, Parkinson’s disease, preceptor training, and posttraumatic stress disorder, among other topics.
Findings: Distance learning has allowed us to reach participants where they are, minimizing travel expenses and disruptions to work schedules. Participant evaluations have been favorable, and valuable lessons have been learned in marketing the programs.
Conclusion: The project has provided new roles for AHEC librarians and staff as we trained on and became proficient at using the equipment and worked with our presenters to develop program content. AHEC staff have embraced the opportunity to work as multidisciplinary teams. The AHEC Network will seek additional funds to continue this programming after the initial grant expires.
Tutorial Design: Is Interactive Better Than Passive?
Rozalynd P. Anderson, Assistant Director for Education & Outreach, MLIS, University of South Carolina School of Medicine Library Additional Author: Steven P. Wilson, Coordinator, Center for Disability Resources Library, MLIS, University of South Carolina School of Medicine Library
Question/Objective: The goal of this study is to determine if tutorial design, interactive versus passive, can improve learning. Data was also collected regarding the students’ preference for taking an interactive versus a passive tutorial.
Setting or Participants: Seventy-eight first-year medical students at the University of South Carolina School of Medicine were recruited to participate in this study, which took place on January 6, 2009.
Methodology: The students were randomly assigned to three groups: the interactive tutorial group, the passive tutorial group, and the control group. The participants took a pre- and posttest online immediately before and after using the tutorial. The control group was only given the pre- and posttests.
Findings: There was a 55% improvement between the pre- and posttest scores for both the passive and interactive groups, while the control group did not improve. The mean posttest score was 75% for the passive group and 84% for the interactive group.
Conclusion: The interactive group only improved to a statistically significant degree on one out of six questions on the posttest compared to the passive tutorial group. Although the interactive design of the tutorial did not drastically improve learning, the majority of the students prefer interactive tutorials (79%) to passive tutorials (21%).
Distance Education Dissonance? A Study of Barriers and Benefits
Sheila L. Snow-Croft, MLIS, MA National Network of Libraries of Medicine, Southeastern Atlantic Region, University of Maryland Additional Author: Terri Ottosen, MLIS, AHIP, National Network of Libraries of Medicine, Southeastern Atlantic Region, University of Maryland
Question/Objective: Regional medical libraries have been offering continuing education via distance education since the first MLA CE Institute in 2006. Offerings have become more technologically sophisticated and continue to expand. Instructors have noticed and the literature supports the idea that there is a higher drop-out rate in distance classes versus traditional in-person classes. A survey was designed to explore distance education and the benefits and barriers for completion to improve future educational offerings.
Methodology: We developed a survey using Survey Monkey and sent it via email to all 143 registered class participants of eight distance education classes offered by a large regional medical library for the period of November 2006 through November 2008.
Findings: Those registrants completing a class were directed to one set of questions and those not completing a class were asked a subset of these questions as well as additional questions to determine barriers. A variety of reasons for choosing continuing education via distance education were given, including possible predicted answers such as travel costs and budgetary restrictions. Additionally, reasons for noncompletion varied from technical difficulties to lack of personal self-direction and time management qualities required for asynchronous distance education.
Conclusion: Distance education offerings and demand will continue to grow as budgets for libraries shrink and travel costs soar. Technological advances have made the process more interactive and less problem-prone. Results from this survey will be used to improve service and continuing education offerings to librarians.
The Journal Publisher Compliance Database: A Comprehensive Response to the NIH Public Access Policy
Tracy C. Shields, MSIS, Librarian, Eskind Biomedical Library, Vanderbilt Medical Center, Nashville, TN Additional Authors: Annette M. Williams, MLS, Associate Director for Knowledge Management; Taneya Y. Koonce, MSLS, NLM Biomedical Informatics Training Fellow; Deborah H. Broadwater, MSLS, Assistant Director for Collection Development; Nunzia B. Giuse, MD, MLS, AHIP, Assistant Vice Chancellor for Knowledge Management, Professor, Department of Biomedical Informatics, Professor, Department of Medicine, Director, Eskind Biomedical Library; Eskind Biomedical Library, Vanderbilt Medical Center, Nashville, TN
Objective: To describe how the prompt intervention of a group of proactive academic medical librarians diffused concerns linked with the implementation of the NIH Public Access Policy by providing the medical center with the necessary tools and knowledge to comply with the mandate.
Project Description: The new NIH Public Access Policy presented a challenge to academic communities as it introduced a new approach to publishing and copyright. By leveraging on its ample expertise in publishing and the publishing industry, as well as a robust digital library infrastructure, the Eskind Biomedical Library (EBL), through a comprehensive and proactive response, eased its adoption as its community embraced it without apprehension. A fully searchable database of over 6,000 health sciences titles and more than 400 publishers was promptly assembled to inform prospective authors on journals’ open access requirements, as well as publisher’s compliance with the new policy. The database is updated quarterly and links to personalized assistance and training by the library. The promptness of this intervention demonstrated once more to leadership the EBL’s critical value to its research community.
Results/Conclusion: Since the inception of the Journal Publisher Compliance Database, the EBL team has engaged in three comprehensive updates of the resource records to ensure integrity of the information. Over the course of maintaining the data, the team observed that 15% of 463 publishers represented in the database underwent changes in their compliance status as policies evolved in response to the NIH mandate. Higher usage statistics originating from researchers, information specialists, and office assistants at the time of the database implementation (April 2008) compared with subsequent months clearly demonstrates improved publisher-to-author communication over time. Awareness is key and is maintained through quarterly proactive online sharing.
Last updated: Wednesday, December 02, 2009, 08:49am