Healthcare librarians and learner support: a review of competences and methods

Teaching evidence-based medicine with electronic databases for preclinical education

To evaluate the efficacy of an educational module on evidence-based medicine (EBM) assisted with electronic medical databases (EMDs) for preclinical education, medical students (n = 111) were matriculated in a program consisted of 16 2-h sessions on EBM plus hands-on experience on EMDs in a problem-based learning-type format. Students were required to make an oral presentation on designated clinical scenarios before and after the sessions, without prior notice, as an indicator of performance. In addition, questionnaires focusing on behavioral changes, awareness, and confidence of mastering EBM were administered before and after the sessions to assess the attitudinal and behavioral impact of the intervention on the participants. We found evidence of better postprogram performance in utilizing EBM-relevant concepts and resources when the enrolled medical students were giving oral presentations. Moreover, the participants reported increased awareness of EBM and, behaviorally, increased utilization of EBM-relevant resources provided by libraries. Also, they reported improvement on appropriately using EBM-relevant resources, and 99% of the participants reported strong confidence in practicing EBM. In conclusion, modules on EBM implemented with EMDs benefitted medical students in scenario-oriented PBL tutorials. Improvements in awareness, behavior, confidence, and performance in mastering EBM were noted.

Health Libraries and Information Services in Tanzania: A Strategic Assessment

BACKGROUND

The intention of the Government of Tanzania is to establish more health information resource canters in all health facilities. With this regard, health information science personnel are needed to provide adequate and accurate health information services. However, availability of these personnel remains to be a challenge because of their non-existence.

OBJECTIVE

To identify the current status and local impact of health sciences libraries and user perception of these libraries, as a prerequisite to the development of a competence-based curriculum for health information science training in Tanzania.

METHODS

A needs assessment was carried out using a convenience sample of local respondents, including librarians, trainers, academicians, students, health care providers, and patients and families, drawn from national, referral, regional, district hospitals, health training institutions, and universities from both government and nongovernment entities in Tanzania. A focus group approach was used to gather data from respondents.

RESULTS

Results from this assessment revealed that health science libraries in Tanzania are faced with the challenges of insufficient infrastructure, old technology, limited facilities and furniture, inadequate and incompetent library staff, lack of health sciences librarians, outdated and insufficient resources, and low knowledge and use of information technologies by library clients. Most respondents would prefer to have both physical and electronic libraries, as well as librarians with specialized health information science skills, to cope with changing nature of the medical field.

CONCLUSIONS

The findings obtained from this assessment are strong enough to guide the development of a curriculum and training strategy and an operational plan and training packages for health information professionals. The development of a training curriculum for health information science professionals will mean better health information service delivery for Tanzania.

Assessing Strength of Evidence of Appropriate Use Criteria for Diagnostic Imaging Examinations

OBJECTIVE

For health information technology tools to fully inform evidence-based decisions, recommendations must be reliably assessed for quality and strength of evidence. We aimed to create an annotation framework for grading recommendations regarding appropriate use of diagnostic imaging examinations.

METHODS

The annotation framework was created by an expert panel (clinicians in three medical specialties, medical librarians, and biomedical scientists) who developed a process for achieving consensus in assessing recommendations, and evaluated by measuring agreement in grading the strength of evidence for 120 empirically selected recommendations using the Oxford Levels of Evidence.

RESULTS

Eighty-two percent of recommendations were assigned to Level 5 (expert opinion). Inter-annotator agreement was 0.70 on initial grading (κ = 0.35, 95% CI, 0.23-0.48). After systematic discussion utilizing the annotation framework, agreement increased significantly to 0.97 (κ = 0.88, 95% CI, 0.77-0.99).

CONCLUSIONS

A novel annotation framework was effective for grading the strength of evidence supporting appropriate use criteria for diagnostic imaging exams.

Health care librarians and information literacy: an investigation

Until relatively recently, the concept of information literacy, and teaching the skills to enable it, was mainly a concern of academic libraries. Now, it is also seen to be of high importance within the context of health care libraries. Health care libraries and librarians can provide crucial support towards the implementation of evidence-based practice in patient care through both information literacy skills training and by conducting mediated searches on behalf of health care practitioners. This article reports the findings from an investigation conducted by Charlotte Kelham as part of her MA in Librarianship from the University of Sheffield. Her dissertation investigated how health care librarians understand the concept of information literacy, the implications of this for their role and their perceptions around how their role is valued. Charlotte graduated from Sheffield in 2013 and is currently job hunting. AM.

Efficiency of e-learning in an information literacy course for medical students at the Masaryk University

Purpose

– The purpose of this paper is to argue that e-learning can be a viable alternative teaching method for information literacy according to a comparison of librarian’s time spent on face-to-face teaching with tutoring the e-learning course, average time spent in a week on learning by the students, time flexibility of e-learning, students’ satisfaction with e-learning and students’ ability to gain practical skills and theoretical knowledge through e-learning.

Design/methodology/approach

– Satisfaction of medical students with e-learning and their average weekly time spent learning were assessed through surveys designed in Google Documents. Weekly time spent by students learning in class and the number of the librarian's teaching hours were set by the university schedule, and time spent on tutoring e-learning was measured. Details of accesses to study materials and submission of tasks as well as exam results were collected from Masaryk University Learning Management System.

Findings

– In 2011, 50 per cent less time was expended on tutoring e-learning than time spent with the same number of students in the previous three years in the classroom. One-third of the students learned for more hours a week through e-learning than students in class. No significant difference in gained theoretical knowledge between these students was found. On average, 90 per cent of tasks submitted to e-learning were correct the first time. e-learning was appreciated by the students for its time (93 per cent) and space (83 per cent) flexibility, the online materials (62 per cent) and self-managing learning time (55 per cent). Details of access to the study materials confirmed time flexibility.

Originality/value

– Due to time saved and considering the lack of any significant difference in the knowledge gained by students, e-learning can be a viable alternative teaching method for information literacy.

Health librarians: developing professional competence through a 'legitimate peripheral participation' model

This feature considers the legitimate peripheral participation model in developing professional competencies in health librarianship. It is described how this model was used in the development of a framework for mapping and recognising the competencies gained by new health librarians at the Royal Free Hospital Medical Library. HS.

E‐resource helpdesk into virtual reference: identifying core competencies

Purpose

The purpose of this paper is to determine core competencies, for use as a foundation for staffing and training, and necessary to provide effective electronic resource (ER) access support.

Design/methodology/approach

The authors analyzed 580 ER access problem reports in a large academic library system to measure the specific skill(s) required for effective problem resolution. Problem reports were drawn equally from two different reporting systems: one using web forms and e‐mail and the other featuring real‐time user interaction.

Findings

Abilities fostered in reference work related to communication with users, staff, and vendors were by far the most crucial and highly used in successful problem solving, followed by the knowledge to make appropriate referrals within the organization.

Research limitations/implications

Results reported are from one institution, albeit one which serves a very large user population with diverse information needs which provided a broad range of users and problem types.

Practical implications

Staffing for an access support service should draw upon employees whose skill set includes assisting users with more traditional information access, such as reference, as well as employees with expertise in areas such as licensing.

Originality/value

Resolving user‐reported online access issues is a mission‐critical library service function. The paper offers an objective demonstration that the skills leading to success in access support are the same communication skills valued in reference services and that the mechanism used for providing a virtual reference service can also be used for handling user‐access problems. Identifying and ranking these skills provides structure and best practice standards for continuous training and staff assessment.

Innovative educational methods and technologies applicable to continuing professional development in periodontology

Continuous professional development (CPD) in Periodontology refers to the overall framework of opportunities that facilitate a life-long learning practice, driven by the learner-practitioner and supported by a variety of institutions and individuals. CPD must address different needs for a great diversity of practitioners. It is clear that no particular methodology or technology is able to successfully accommodate the entire spectrum of CPD in Periodontology. Course designers must choose from and combine a wide array of methodologies and technologies, depending upon the needs of the learners and the objectives of the intended education. Research suggests that 'interactivity', 'flexibility', 'continuity' and 'relevance to learners' practice' are major characteristics of successful CPD. Various methods of mentoring, peer-learning environments and work-based learning have been combined with reflective practice and self-study to form the methodological backbone of CPD courses. Blended learning encompasses a wide array of technologies and methodologies and has been successfully used in CPD courses. Internet-based content learning management systems, portable Internet devices, powerful databases and search engines, together with initiatives such as 'open access' and 'open courseware' provide an array of effective instructional and communication tools. Assessment remains a key issue in CPD, providing learners with valuable feedback and it ensures the credibility and effectiveness of the learning process. Assessment is a multi-level process using different methods for different learning outcomes, as directed by current evidence and best practices. Finally, quality assurance of the education provided must follow CPD courses at all times through a structured and credible process.

The dark side of information: overload, anxiety and other paradoxes and pathologies

This review article identifies and discusses some of main issues and potential problems — paradoxes and pathologies — around the communication of recorded information, and points to some possible solutions. The article considers the changing contexts of information communication, with some caveats about the identification of `pathologies of information', and analyses the changes over time in the way in which issues of the quantity and quality of information available have been regarded. Two main classes of problems and issues are discussed. The first comprises issues relating to the quantity and diversity of information available: information overload, information anxiety, etc. The second comprises issues relating to the changing information environment with the advent of Web 2.0: loss of identity and authority, emphasis on micro-chunking and shallow novelty, and the impermanence of information. A final section proposes some means of solution of problems and of improvements to the situation.