A qualitative analysis of the information science needs of public health researchers in an academic setting

Interprofessional Education in Health Informatics (IPEHI) for Health Sciences Programs

Background

Given the significant changes the healthcare system has undergone recently; information technology has become an indispensable tool. To properly train future healthcare providers, it is vital to introduce information technology courses in Health Sciences programs. The provision of healthcare services now requires teamwork, which has led to the need for interprofessional education in health sciences schools. Therefore, this study explores the necessity of introducing Interprofessional Education in Health Informatics (IPEHI) in health sciences programs. Additionally, the structure and content of the course were assessed.

Methods

A mixed-method approach was employed in this study to explore the need for health informatics interprofessional education among individuals with a health-related science background and who possessed health informatics expertise through work experience or formal post-graduation education. Following a cross-sectional survey-based study, expert subjects from academia and the workplace were convened for Delphi meetings to create an IPEHI course founded on the CAHIIM competency framework.

Results

128 questionnaires were collected from three cities in Saudi Arabia. Of all the respondents, 80% agreed that the present health sciences education should be expanded. Additionally, 74% of them agreed that the proposed IPE-HI (Interprofessional Education in Health Informatics) would enhance their knowledge and positively impact the healthcare system. During the second phase, eight experts were invited to identify seven domains, which include health information science and technology, social, behavioral and information science and technology applied to health, information science and technology, leadership, social and behavioral aspects of health, professionalism, and interprofessional collaborative practice. The results emphasize the need for introducing an IPE-HI, as previous studies have also shown that educating health professionals in health information technology is crucial.

Conclusion

IPEHI plays a crucial role in producing competent health science graduates. Consequently, experts have developed and validated a proposed IPE-HI course.

Characterizing the research data management practices of NIH biomedical researchers indicates the need for better support at laboratory level

BACKGROUND

The study investigated the research data management (RDM) practices of biomedical researchers at the National Institutes of Health (NIH) representing various biomedical disciplines.

OBJECTIVES

This study aimed to analyse the state of biomedical researchers' RDM practices based on RDM practice levels (individual, laboratory, institution and external). The findings of the study are expected to provide directions to information professionals for effective RDM services.

METHODS

Semi-structured interviews with 11 researchers were conducted. The interviews were analysed by levels of RDM practices.

RESULTS

The findings revealed that biomedical researchers focus on storing and sharing data and that RDM is performed mainly at the individual level. There seems to be a lack of laboratory level RDM system that allows consistent RDM practices among researchers. External RDM practice is often challenged by not having one responsible for RDM.

DISCUSSION

Findings suggested a need for an agreed RDM system and customized support, particularly at the laboratory level. Also, institutional support can help researchers prepare for long term data preservation.

CONCLUSION

Our suggestions emphasize the importance of RDM training and support for long term data preservation, especially at the laboratory level.

NVivo

NVivo. A qualitative data analysis software tool, QSR International, https://www.qsrinternational.com/nvivo-qualitative-data-analysis-software/home; $1,249/user (one-time cost for using specific version indefinitely; upgrades are additional).

Perceptions of Evidence-Based Decision-Making Among Full-Time Teachers and Senior Undergraduates in Public Health: A Nationwide Survey in Taiwan

Using current best evidence to make decisions can improve outcomes of public health. Thus, establishing the capacities of evidence-based public health (EBPH) has become one of the core competences. To better scale up EBPH movement, efforts should focus on introduction of EBPH into school curriculum. However, data indicating the extent to which EBPH is used in universities are scant. In the current study, we conducted a nationwide questionnaire survey to investigate the perceptions toward EBPH among full-time teachers and senior undergraduates at all universities with a Department of Public Health in Taiwan. A structured questionnaire was distributed by post to all potential participants of nine universities in 2017. Questions included items related to awareness, knowledge, skills, behaviors, and barriers of EBPH. Results showed teachers were more aware of EBPH than students. In addition, teachers more often had sufficient knowledge and skills of EBPH, and more often applied the findings to decision-making after critical appraisal than students. Furthermore, personal barriers toward EBPH were more common in students than teachers. In conclusion, there are differences in awareness, knowledge, skills, behaviors, and barriers of EBPH between teachers and students. The data suggest that an initiative of systematically teaching EBPH to undergraduates is important.

The views, perspectives, and experiences of academic researchers with data sharing and reuse: A meta-synthesis

BACKGROUND

Funding agencies and research journals are increasingly demanding that researchers share their data in public repositories. Despite these requirements, researchers still withhold data, refuse to share, and deposit data that lacks annotation. We conducted a meta-synthesis to examine the views, perspectives, and experiences of academic researchers on data sharing and reuse of research data.

METHODS

We searched the published and unpublished literature for studies on data sharing by researchers in academic institutions. Two independent reviewers screened citations and abstracts, then full-text articles. Data abstraction was performed independently by two investigators. The abstracted data was read and reread in order to generate codes. Key concepts were identified and thematic analysis was used for data synthesis.

RESULTS

We reviewed 2005 records and included 45 studies along with 3 companion reports. The studies were published between 2003 and 2018 and most were conducted in North America (60%) or Europe (17%). The four major themes that emerged were data integrity, responsible conduct of research, feasibility of sharing data, and value of sharing data. Researchers lack time, resources, and skills to effectively share their data in public repositories. Data quality is affected by this, along with subjective decisions around what is considered to be worth sharing. Deficits in infrastructure also impede the availability of research data. Incentives for sharing data are lacking.

CONCLUSION

Researchers lack skills to share data in a manner that is efficient and effective. Improved infrastructure support would allow them to make data available quickly and seamlessly. The lack of incentives for sharing research data with regards to academic appointment, promotion, recognition, and rewards need to be addressed.

The complex nature of research dissemination practices among public health faculty researchers

Objective

This study explores the variety of information formats used and audiences targeted by public health faculty in the process of disseminating research.

Methods

The authors conducted semi-structured interviews with twelve faculty members in the School of Public Health at the University of Illinois at Chicago, asking them about their research practices, habits, and preferences.

Results

Faculty scholars disseminate their research findings in a variety of formats intended for multiple audiences, including not only their peers in academia, but also public health practitioners, policymakers, government and other agencies, and community partners.

Conclusion

Librarians who serve public health faculty should bear in mind the diversity of faculty's information needs when designing and improving library services and resources, particularly those related to research dissemination and knowledge translation. Promising areas for growth in health sciences libraries include supporting data visualization, measuring the impact of non-scholarly publications, and promoting institutional repositories for dissemination of research.