Expert search concepts


Published on

The first class in Module III for LIBR534 in 2010

Published in: Health & Medicine, Education
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • The study group only involved 12 children; later it was revealed that Dr. Wakefield was getting paid by lawyers mounting a lawsuit against vaccine manufacturers, and that some of the children involved in his study were also involved in the lawsuit. Researchers didn't find a link between MMR vaccine, gastrointestinal problems and behavioural problems. Rather, parents told the researchers they remember their child's symptoms emerging after they received the vaccine. Clinton heart surgery today…..
  • So we are now entering the second module which we are calling FILTER. Tonight we will be asking ourselves and each other : what is evidence based medicine? We will also be asking ourselves, what roles can I as a health librarian assume in EBM? We will have a break at some point as we usually do. And then the other part of tonight’s class will focus on sources of evidence, we’ll do some search exercises and have an opportunity to discuss the challenges of searching for evidence.
  • Patient / population : Children younger than 3 y/o with acute otitis media (AOM) Intervention : treatments (e.g. OTC drugs, antibiotics, other) Comparison : watchful waiting; observation Outcome : Symptom relief; few side effects Clinical question : “ In children younger than 3-years old with AOM, what evidence is available re: treatments (e.g. OTC drugs, antibiotics) given to relieve symptoms with few side effects when compared to watchful waiting?” Background : Acute otitis media (AOM) is a middle-ear infection commonly seen in children 6 to 20 months old. Antibiotics are recommended for children less than 2 yrs. and older than two as well as observation (“watchful waiting”) followed by antibiotics if necessary. Amoxycillin is a standard treatment. Domain : therapy Clinical disciplines : infectious diseases/pediatrics/otolaryngology
  • Filtered= pre-appraised
  • “… to take in and incorporate…” …t o gather and combine …to (ac)cumulate into one unit – merge…”
  • Filtered= pre-appraised
  • Expert search concepts

    1. 1. <ul><li>LIBR534 – Health information sources & services </li></ul><ul><li>Expert searching concepts – Module III </li></ul><ul><li>February 11 th , 2010 </li></ul><ul><li>Greg Rowell & Dean Giustini, SLAIS Adjunct faculty </li></ul>What are the main elements of ’expert searching’ that emerge from this diagram?
    2. 2. Rowell-Giustini – LIBR534 Icebreaker : what’s new in medical news? Lancet retracts Wakefield’s MMR paper … http:// =SyM8puavSrE Expert searchers stay current re: ’medical advances’ DSM-5 opens door to new addictions Danny Williams released from US hospital Paxil & tamoxifen do not mix ... H1N1 treatment to cost Canadians $1.5b 30 athletes banned from Olympics
    3. 3. <ul><li>Agenda </li></ul><ul><li>Module III </li></ul><ul><li>Major ‘Expert searching’ concepts </li></ul><ul><li>Health librarians as expert searchers </li></ul><ul><li>~ Break 7:15pm~ </li></ul><ul><li>Information sources </li></ul><ul><ul><ul><li>Exercises </li></ul></ul></ul><ul><li>Expert searching </li></ul><ul><ul><ul><li>Examples </li></ul></ul></ul>Rowell-Giustini – LIBR534
    4. 4. Rowell-Giustini – LIBR534 Health librarians in evidence-based practice <ul><li>Articulate health librarian’s role </li></ul><ul><ul><li>R espond to individual needs of researchers as appropriate </li></ul></ul><ul><li>‘ Frame’ or formulate clinical question </li></ul><ul><ul><li>Break question into categories, facets or ‘pearls’ during a reference interview </li></ul></ul><ul><li>Teach search techniques </li></ul><ul><ul><li>Discuss databases, indexing, ‘deep web’ </li></ul></ul><ul><ul><li>How to limit for methodology i.e. publication types </li></ul></ul><ul><li>Check search strategies </li></ul><ul><ul><li>Document </li></ul></ul><ul><ul><li>Collaborate on research & publication </li></ul></ul>
    5. 5. Rowell-Giustini – LIBR534 Search uncertainties/ambiguities Clinical question : “ In children younger than 3-years old with AOM, what evidence is available re: treatments (e.g. OTC drugs, antibiotics) given to relieve symptoms with few side effects when compared to watchful waiting?” Domain(s) : therapy Clinical discipline(s) : infectious diseases/pediatrics/otolaryngology Expert searchers also account for … . Domain or categories implied in question .. Clinical discipline(s) or areas of practice .. All concepts in the clinical question . Quality filtering of the medical literature for ‘best evidence’ .. Filtered & unfiltered sources/ primary research may be required . Follow-up with clinician .. Restrategizing in F2F reference interview
    6. 6. <ul><li>Expert searching – what skills do you need? </li></ul><ul><li>What skills are required according to MLA ? </li></ul><ul><li>What do search experts (i.e. McGowan & Sampson) in health librarianship say? </li></ul><ul><li>Medical Library Association. “Role of expert searching”. JMLA 2005 </li></ul><ul><li>”Systematic reviews need systematic searchers”. JMLA 2005 </li></ul><ul><li>Are we mediators, teachers or expert searchers? </li></ul><ul><li>Can we be all three? </li></ul><ul><li>Discuss in groups of 3-4 (20 mins.) </li></ul>Rowell-Giustini – LIBR534
    7. 7. Rowell-Giustini – LIBR534 Expert and EBM search skills <ul><li>Articulate five (5) steps of evidence-based clinical practice (EBCP) </li></ul><ul><li>Formulate good clinical questions </li></ul><ul><li>Understand hierarchies of evidence to search background – filtered sources </li></ul><ul><li>Search by clinical domain ie. diagnosis, etiology, prognosis, therapy </li></ul><ul><li>Describe expert role (s) assumed by librarians in EBCP </li></ul><ul><li>Teaching ability . Knowledge of learning styles, strategies & filters </li></ul><ul><li>Be familiar with basic research, methodologies, statistics and assessment </li></ul><ul><li>Engage in critical appraisal & reflective practices </li></ul><ul><li>Understand systematic review process </li></ul><ul><li>Assume expert roles to search Medline, Cinahl, Embase, Web of Science, PsycINFO, ERIC, etc.); pre-appraised sources ( Cochrane and related tools); searching grey literature (Google, Yahoo, Scirus & open search tools ). </li></ul><ul><li>See Top Ten Reference Competencies for health librarians </li></ul>
    8. 8. Rowell-Giustini – LIBR534 Does expert searching save lives? Johns Hopkins’ clinical trial volunteer Ellen Roche died in 2001 after she participated in a clinical trial for a proposed asthma treatment... Were health librarians consulted for this clinical trial [link] ?
    9. 9. Rowell-Giustini – LIBR534 Document search - ‘reproducibility’ The following search was run on MEDLINE (Ovid) combined with terms from Phase 1 and 2 of the Cochrane highly sensitive search strategy for identifying RCTs ( Lefebvre 2008 ). Modified terms were used to search the other databases (e.g. Embase): eg. Medline (Ovid) Search String 1 exp Otitis Media/ 2 exp Otitis Media with Effusion/ 3 exp Otitis Media, Suppurative/ 4 glue . 5 otitis 6 7 8 1 or 2 or 3 or 4 or 5 or 6 or 7 9 exp Anti-Bacterial Agents/ 10 exp Drug Therapy/ 11 exp Anti-Infective Agents/ 12 antibiotic$.mp. 13 9 or 10 or 11 or 12 14 8 and 13 [Intervention Review] Antibiotics for acute otitis media in children Lefebvre C et al. Cochrane Handbook for Systematic Reviews . Wiley, 2008 .
    10. 10. Rowell-Giustini – LIBR534 Document, document, document …. See Expert searching on HLWIKI Canada 2010
    11. 11. Rowell-Giustini – LIBR534 Final tip: Reflect on your search skills <ul><li>Some questions you might want to consider or reflect on : </li></ul><ul><li>What did you learn after you completed X search? </li></ul><ul><li>What would you change or do differently? </li></ul><ul><li>What surprised you about the search process? </li></ul><ul><li>What did you learn? </li></ul><ul><li>Did you learn on your own – or with others? </li></ul><ul><li>What worked for you? What didn’t? </li></ul><ul><li>What do you need to do to become an expert ? </li></ul>“ Reflective practice involves careful consideration of one’s experience in learning…” Donald Schön The Reflective Practitioner 1983.