LIBR 534 Health information sources services 2012

THE UNIVERSITY OF BRITISH COLUMBIA School of Library, Archival and Information Studies (SLAIS) LIBR 534: Health Information Sources and Services (3 Credits) – Syllabus, 2012Instructor: Dean Giustini, UBC Biomedical Branch Librarian dean.giustini@ubc.caCourse Description:This course aims to provide student librarians and information professionals with a strong foundation in health sciences librarianship (hereaftersimply ‘health librarianship’ or ‘medical librarianship’)Intended Students: • This course is newly-structured for SLAIS students interested in exploring the diversity of both print & electronic resources in health and medicine, as well as information services germane to the practice of health librarianshipObjectives:At the end of the course, students will have a foundation in: • Health libraries and information services in Canada • The Canadian cultural, historical, social and legal context for the practice of health librarianship • Health trends (i.e. consumer health, evidence-based medicine, medical informatics); their impact on health libraries • Traditional reference services and users, extending beyond print to electronic resources, knowledge-based tools • Online databases such as CINAHL, the Cochrane databases, EMBASE and Medline (and different search interfaces) • Management of collections, services, personnel and projects in biomedical libraries • National and international associations, new initiatives and/or trends in health librarianshipUpon completion of the course, students will be able to: • Design and implement library support for health and health care - clinicians, researchers, planners and administrators (government, industry, health care system), students (basic and clinical), teachers, patients and consumers • Discuss health care as a setting for libraries, and health care trends (e.g. Evidence-based practice) • Provide reference services using print & e-resources while meeting information needs of specific users • Search bibliographic databases (e.g. MEDLINE, EMBASE, CINAHL, PubMed, PsycINFO etc) utilizing controlled vocabularies • Undertake end-user instruction, and librarian-mediated search services • Discuss aspects of technical & public services, and resource sharing particular to health libraries • Analyze information needs in health, information seeking behaviours, and transfer of research into practice (e.g. knowledge translation) • Describe national and international initiatives, and resources supporting health libraries 1 LIBR 534: Health Information Sources and Services (3 Credits) - Giustini

Sample topics covered in LIBR534: • Reference services for consumers, patients, health professionals, other user groups • Searching biomedical databases & using various interfaces, and search tools • Controlled vocabularies; sources of information; electronic access; grey literature • End-users & instructional services in health libraries • Technologies used in health libraries (e.g. blogs, handhelds, wikis) • Consumer health, complementary & alternative medicine (CAM ) • Entrepreneurial opportunities for health librarians in health research • Management of hospital, medical & health libraries in a time of massive changeAssignments in LIBR534: Assignments Due Date Weight Class Participation Attendance & participation 10% History of Medicine abstract January 17 5% (pass/redo) Medicine in the Media abstract January 24 5% Reference Sources January 31 20% Search Assignments Feb 14 & 28 30% Term Paper Final week (April 3) 30%Instructional resources & methods: • Pedagogical strategies: in addition to readings and assignments, several different teaching strategies will be used to help students learn course concepts; i.e., lectures, discussions, small group work, Blackboard communication, and guest lectures • Demonstration: some lectures will explore different uses for and sources of information depending on user groups. Discussion will include practical approaches for providing client and organizational support and personal professional development • Discussion & readings: students will be assigned readings which will provide background for class discussion. • Searching exercises: some or part of classes from week III to VIII will require hands-on searching. The resulting discussion will help students to learn how to search major biomedical databases, and to reinforce their search skills • Assignments: provide students with opportunities to develop and reinforce their understanding (let the instructor know if there is something specific that you would like to explore in any of the assignments) • Views from the field: near the end of term, there will be a class for invited speakers from the health library community • Listserv: Used to centralize information associated with the course, and encourage exploration 2 LIBR 534: Health Information Sources and Services (3 Credits) - Giustini

• Course wiki: HLWIKI Canada. Health information sources & services. http://hlwiki.caClass policies: • Maintain regular attendance; records are kept by the instructor • Actively support, engage with and listen to your peers • Agree to participate in creating a positive learning environment for everyone • Advance dialogue in class, contribute to group dynamics in a positive way • Laptops are permitted unless instructor makes a request to close them; check e-mail at the break • Come prepared for scheduled activities outlined in the syllabus; make comments that reflect awareness of readings • Assignments are due by the beginning of class on the due date (send the instructor an e-copy in Word) Course Schedule:Date Topic Lab Topics Assignment DueJan 10th Orientation Health information practice (contexts)Jan 17th Introduction – History of medicine; Canadian medical history; medical bibliography History of medicine History of medical bibliography from Ancient GreeceJan 24th Module 1: Introduction to sources of medical information Medicine in the media Health information sourcesJan 31st Module 1: Answering reference questions in health & medicine; consumers, Reference sources Health information sources patients, public healthFeb 7th Module 2: Introduction to MEDLINE and databases in health & medicine Biomedical databases thFeb 14 Module 2: Intermediate information retrieval in health and medicine Search assignment 1 Biomedical databasesFeb 21st Module 2: Advanced & expert searching in health and medicine Biomedical databases thFeb 28 Module 3: Context of health information practice Search assignment 2 Health librarianship in 2012Mar 6th Module 3: Consultation and teaching roles Health librarianship in 2012 thMar 13 Module 3: Academic roles & research Health librarianship in 2012 thMar 20 Overview of course Discussion of important concepts 3 LIBR 534: Health Information Sources and Services (3 Credits) - Giustini

Mar 27th Review of topics Examples from the fieldApril 3 Final class Discussion of research Term papers due Important domains covered in health librarianshipGroup Category Concepts Clinical librarian, Emerging technology librarians, Expert searcher, Informationist, Information1 Roles for health librarians technology expert, Systematic review searcher Major clinical studies & trial types, randomized controlled trial (RCT), systematic review (SR), qualitative2 Research methods in medicine research (focus groups, ethnography, case histories, etc.) Evidence-based medicine &3 Evidence-based librarianship, Evidence-based health care, Research for librarians - portal health librarianship Consumer health information Consumer health information; patient education, plain language summaries, reading levels, Canadian4 (CHI) resources & services Virtual Health Library, Google, MedlinePLUS, public libraries. Android (Google), eHealth, mHealth, mLibraries; mobile devices. smartphones; Apple iPad for5 Medical Informatics physicians; IPhone 4 for health professionals Web 2.0, medicine & health6 blogs, video-sharing sites, screencasting, web 2.0; open access in Canada, wikis 2.0, open access Weekly Lectures - January to April 2012 Weekly lectures and readings will outline core concepts in the course. Each class will have presentations, class discussions about the readings and when appropriate, hands-on workshops. Please complete the readings before attending class as they will be a) discussed extensively and b) rather important as we build on concepts in the course.Week Topics / Readings ActivitiesI Jan 10 Orientation to course & assignments Introduction to health librarianship & the course • Health information sources & services Lecture, Q/A • What you need to know about assignments • Introduce the class wiki – HLWIKI Canada Student discussion • Canadian context of health information practices ie. Canada Health Act, CHLA/ABSC, MLA • Values and mission of health library profession 4 LIBR 534: Health Information Sources and Services (3 Credits) - Giustini

Week Topics / Readings Activities • Why we are here – purpose of course, goals & objectives • Read syllabus, and start to get familiar with the manual entitled: An introduction to health & medical reference: issues and sample questions [32p.] (Used in Weeks III & IV) II Introduction to the history of medicine & its information sources Jan 17 Major historical figures & trends in medicine from Ancient Greece to present • Highlights of the medical bibliography from ancient Greece to the present day Lecture, Q/A • Key figures & events in history of medicine • Highlights of history of medicine in Canada from 16th to 20th centuries Student discussion of readings Readings: • Swan R. The history of medicine in Canada. Med Hist. 1968 Jan;12(1):42-51. Retrieved January Think-pair-share 3rd 2012 from: http://www.ncbi.nlm.nih.gov/pubmed/4867648/ • Roland C. History of Medicine. In: The Canadian Encyclopedia. Retrieved January 3rd 2012 from: Interactive exercises http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0005203 Site to peruse: • eBook: Duffin J. History of medicine: a scandalously short introduction. UofT Press, 2010. • Osler Library for the History of Medicine, McGill University, Montreal http://www.mcgill.ca/library/library-using/branches/osler-library/ III Module 1: Health information sources Jan 24 Introduction to sources of medical information Lecture, Q/A • Back to basics in reference work • Philosophy of information service, where to look for authoritative answers; evaluation Student discussion of • The reference interview in medicine manual • Types of health information (i.e. patient groups & consumers; health professionals) • Most common questions; categories, facets & ‘pearls’ Think-pair-share Readings: • An introduction to health & medical reference: issues and sample questions [32p.] Site to peruse: 5 LIBR 534: Health Information Sources and Services (3 Credits) - Giustini

Week Topics / Readings Activities • Medical vocabulary, prefixes & suffixes http://hlwiki.slais.ubc.ca/index.php/Medical_vocabulary • See Core Reference titles IV Module 1: Health information sources Jan 31 Answering reference questions in health & medicine; consumers, public health Lecture, Q/A • Gain professional skills to provide reference services; reference interviews in medicine • Types of health information (i.e. patient groups & consumers; health professionals) Student discussion of • Most common questions in consumer health, complementary & alternative medicine manual • Philosophy of information service, variations across different libraries; evaluation Think-pair-share Readings: • • An introduction to health & medical reference: issues and sample questions [32p.] • See Core Reference titles & Top Information Sources in Biomedicine, 2012 V Module 2: Biomedical databases Feb 7 Introduction to MEDLINE and core databases in health & medicine Lecture, Q/A • Introduce basic structure of databases in medicine: MEDLINE, EMBASE & CINAHL • Using controlled vocabularies in biomedicine Demonstration • Using major user-interfaces (UI) in medicine, and navigation issues • Create opportunities to encounter questions, formulate search strategies Discussion Readings: • Coletti MH, Bleich HL. Medical subject headings used to search the biomedical literature. JAMIA 2001; 8(4): 317–323. Site to peruse: • Medical Subject Headings (MeSH) • MEDLINE®/PubMed® Resources Guide • PubMed Online Tutorials (Watch a few & be prepared to critique the tutorials) 6 LIBR 534: Health Information Sources and Services (3 Credits) - Giustini

Week Topics / Readings Activities • How to search OvidSP health databases VI Module 2: Biomedical databases Feb 14 Intermediate information retrieval in health and medicine Lecture, Q/A • Explore indexing & retrieval issues in medicine: MEDLINE, EMBASE & CINAHL • More on user-interfaces (UI) in medicine, and navigation issues (strengths/weaknesses) Demonstration • Opportunities to encounter questions, formulate search strategies • Recognize patterns in questions requiring searching of the biomedical literature Discussion Readings: • Kelly L. So many databases, such little clarity. Canadian Family Physician 2008;54(11):1572. • Chatburn RL. How to find the best evidence. Respir Care. 2009 Oct;54(10):1360-5. Site to peruse: • Allied health professionals • Evidence-based health care • EMBASE VII Module 2: Biomedical databases Feb 21 Advanced & expert searching in health and medicine Lecture, Q/A • ‘Frame’ or formulate clinical questions – PICO (patient, intervention, comparison, outcomes) • Discuss indexing, ‘deep web’; reproducibility Demonstration • Filters, hedges; precision/recall in medical research projects • Collaborate on research & publication; health librarian role(s) Discussion Readings: • McGowan J, Sampson M. Systematic reviews need systematic searchers. J Med Libr Assoc. 2005;93(1):44.–80. • Maggio LA, Tannery NH, Kanter SL. Reproducibility of literature search reporting in medical education reviews. Acad Med. 2011 Aug;86(8):1049-54. 7 LIBR 534: Health Information Sources and Services (3 Credits) - Giustini

Week Topics / Readings Activities Site to peruse: • Chapter 6: Searching for Studies. In: Cochrane Handbook for Systematic Reviews of Interventions • Systematic review searching • Finding the hard to finds: searching for grey (gray) literature 2010 VIII Module 3: Health librarianship in 2012 Feb 28 Context of health information practices Lecture, Q/A • Changes in Canadian health care from 2007-2012 • National consortia initiatives in health information access Demonstration • Issues, selection and criteria for collection development in biomedicine • Discuss impact of transition from print to online resources in health libraries Discussion Readings: • Dunn K. Measuring the value and impact of health sciences libraries: planning an update and replication of the Rochester Study. J Med Libr Assoc. 2009;97:308-312. • Li P, Wu L. Supporting evidence-based medicine: a survey of U.S. medical librarians. Med Ref Serv Q. 2011 Oct;30(4):365-81. Site to peruse: • Social determinants of health: the Canadian facts http://www.thecanadianfacts.org/ IX Module 3: Health librarianship in 2012 Mar 6 Consultation and teaching roles Lecture, Q/A • Explore health librarian roles in 21st century health care • Understand possible roles of health librarians in medical accreditation, curriculum, education Demonstration • Respond to individual needs of health students and faculty as appropriate • Approach our consultation & teaching roles in an evidence-based manner Discussion Readings: • Barron S, Manhas S. Electronic health record (EHR) projects in Canada: participation options for Canadian health librarians. J Can Health Libraries Assoc. 2011;32(3):137-143. • Giustini D. Evidence-based teaching for health librarians. JCHLA/JABSC. 2010;31(1)7-10. 8 LIBR 534: Health Information Sources and Services (3 Credits) - Giustini

Week Topics / Readings Activities X Module 3: Health librarianship in 2012 Mar 13 Academic roles & research Lecture, Q/A • Collaborate on scholarly research & publication • Understand scholarly information cycles in medicine Demonstration • Citation tracking using Scopus, Web of Science, Google scholar Discussion Readings: • Dudden RF, Protzko SL. The systematic review team: contributions of the health sciences librarian. Med Ref Serv Q. 2011;30(3):301-15. • Murphy J. Trend spotting: whither health science librarianship? Health Info Libr J. 2011 Dec;28 (4):321-5. XI Overview of the course Mar 20 Discussion and review of important concepts Discussion • Medical bibliography seen through history of medicine • Reference interviews in health & medicine; clinical questions • Hierarchies of evidence; expert search role(s) assumed by health librarians in biomedicine • Basic research concepts, methodologies, statistics and assessment • Assume expert roles in searching grey literature (Google, Yahoo, Scirus & open search tools) See Top Ten Reference Competencies for health librarians XII Review of topics Mar 27 Examples from the field Discussion • Various guest speakers from the health library community XIII Future of health librarianship April 3 Discussion of research from class (optional) • Discussion • Each student will provide a paper abstract for their peers • Provide a 5-minute overview of your final paper 9 LIBR 534: Health Information Sources and Services (3 Credits) - Giustini

Appendix A: History of Medicine assignment (100 word abstract)Instructions:• You will be evaluated on how well you discuss your topic in the 100 word limit, and if you followed the criteria below• This is a pass/redo assignment. However, a mark will be assigned to acquaint you with the evaluation style of the instructor• Create a 100 word (or less) abstract about an idea, concept or historical figure in the history of medicine• Sample topics: Hippocrates or Galen, John Shaw BILLINGS or Sir William OSLER, CISTI Library – National Research Council 1916 , Index Medicus / MEDLINE 1966 – , Medical Library Association 1898- , National Library of Medicine (U.S.)• Your abstract should cite one source of information using Vancouver style, see Style manuals (See also http://hlwiki.ca)• Cover the most important points in concise language. Specify for whom you are writing the abstract (e.g. who is your audience? Health librarians, physicians, nurses (a learned audience) or consumers & patients) Outcome (Fail) (C) (B- to B+) (A- to A+) Grade Comments Assessed 0-1 2-3 3-4 51. Concision Some aspects of Consistently well done High achievement- concise language precision, creativity showing a good degree of demonstrating very used and clarity of precision, creativity, and high precision and- appropriate expression need work clarity clarity of expression /5 information included- appropriate topic selected- ability to hone in, and describe issue2. Depth Some difficulties with Generally very strong Excellent depth; shows- usefulness of abstract usefulness or ability to highlight key to target audience comprehensiveness issues in an abstract- information /5 comprehensiveness Average total: /5%Comments: 10 LIBR 534: Health Information Sources and Services (3 Credits) - Giustini

Appendix B: Medicine in the Media assignment (100 word abstract)Instructions:• You will be evaluated on how well you discuss your topic within the word limit, and if you followed the criteria.• The assignment will be marked out of 5% of your total mark• Consult a news source such as Vancouver Sun, Globe & Mail, Google News, MEDLINEplus, Reuters Health or a Canadian television or radio news program (CBC, Global, CTV, etc.) ; cite your source of information using Vancouver style, see Style manuals (See also http://hlwiki.ca)• Select a national or international health news story in the last month and report on it. The topic does not have to be specific to Canada.• Cover the most important points in concise language. Specify for whom you are writing the abstract (e.g. who is your audience? Health librarians, physicians, nurses (a learned audience) or consumers & patients)• You will be evaluated on how well you discuss your topic within the word limit, and if you followed the criteria. Outcome (Fail) (C) (B- to B+) (B- to A+) Grade Comments Assessed 0-1 2-3 3-4 51. Concision Some aspects of Consistently well done High achievement- concise language precision, creativity showing a good degree of demonstrating very used and clarity of precision, creativity, and high precision and- appropriate expression need work clarity clarity of expression /5 information included- appropriate topic selected- ability to hone in, and describe issue2. Depth Some difficulties with Generally very strong Excellent depth; shows- usefulness of abstract usefulness or ability to highlight key to target audience comprehensiveness issues in an abstract- information /5 comprehensiveness Average total: /5%Comments: 11 LIBR 534: Health Information Sources and Services (3 Credits) - Giustini

Appendix C: Reference sources assignmentDate due: January 31stAssignment Value: 20%• Select ten (10) questions from An introduction to health & medical reference: issues and sample questions [32p.]• See also these reference sources: Core Reference titles & Top Information Sources in Biomedicine, 2012• Tell me what type of patron you are trying to help, the level of information they want, and any other information you think is pertinent• Select two (2) of the best information sources in health to answer each question. (Use any health information source we discussed in class.)• Include a brief search strategy or rationale to accompany your answers.• List the titles only of print and/or electronic sources you think are most useful. Include Canadian content if the question requires it.• This should be an easy 20% to obtain. Your total submission should be between 2-3 pages. Don’t overdo it!Appendix D: Search assignment IDate due: February 14thAssignment Value: 15%Search assignment #1 is meant to be presented in a brief three pages. However, it will need considerable trial and error before you arrive at yourfinal solutions. Feel free to work with your colleagues in formulating your final submission but your final work should be your own.Objectives: • To introduce basic searching in the major databases, Medline, Embase & Cinahl • To acquaint you with controlled vocabularies in biomedical databases • To review major user-interfaces (UI) and navigational issues • To provide opportunities to answer clinical questions and formulate search strategies • To distinguish between precision & recall and optimization (or finding a balance)Instructions: • Pick three (3) questions that will be discussed in class (stay tuned) • Based on the research question, specify which database you will search first, second & third; explain why you are searching in that order • List key concepts, MeSH, EMTREE or CINAHL headings, Boolean operators and limits for your search • Supplement your search with background information by using a dictionary, handbook, classic textbook you wish • Cite those items you consulted by using ‘Vancouver style’ or ICMJE style (the same) • Keep your submission to three pages or less 12 LIBR 534: Health Information Sources and Services (3 Credits) - Giustini

Appendix D: Search assignment IIDate due: February 28thAssignment Value: 15%Like search assignment #1, this search assignment is meant to be presented in brief. However, work with your colleagues in formulating yourfinal answers and submission. Or consult the instructor. Your final submission should be your own.Objectives: • To extend your understanding of search issues using point-of-care decision making tools • To provide more experience with precision/ recall and optimization • To introduce the coverage, interfaces and uses for point-of-care tools • To provide an opportunity to answer evidence-based clinical questions using PICO • To collaborate with your peers on search problemsInstructions: • Read the clinical scenarios. • Select two (2) for your assignment. What is the clinical question? State it. • What background information can find to help you devise your search strategies? • Use PICO (Patient/ Intervention/ Comparison/ Outcome) to develop your ‘strategy’ • Search Medline, OVID EBM Reviews, BMJ Clinical Evidence, FirstConsult or any point-of-care tool. • Which POC tool answers the questions best? Most satisfactorily? Which do not? Why not? • Comment and reflect on these questions in your submission. • Keep your submission to three pages or less but document your ‘discovery process’ for me 13 LIBR 534: Health Information Sources and Services (3 Credits) - Giustini

Appendix E: Research articleDate due: April 3rdAssignment Value: 30%Research article instructions • Your final assignment will require you to find a partner to collaborate on writing a research article • Your paper, its structure and length is set out by the JCHLA/JABSC Instructions to authors (pdf) • Research papers in the JCHLA are usually 1800-2000 words • Obtain approval for your topic; create an outline • See paper/topic ideas or discuss your interests with Dean; send an outline to Dean a month before the due date for input/feedback • Send finished project to instructor anytime up to April 3rd, 2012 • In addition, for your final mark, assess your co-authors out of 5 and send assessment to instructor in confidenceAssessment • The instructor will provide a mark out of 25 for each student • In addition, each student will assess their partner out of 5; think of this as a blinded peer-review process • Peer-assessment is a mark out of five (5); one = very poor; five = outstanding; send to the instructor in confidence • Providing constructive and helpful feedback is an important professional skill; a rubric for marking will be developedTalking points 1. At least two students write a paper together 2. Its pedagogical purpose is to expose students to a collaborative-collegial model of writing 3. Learn how to collaborate, research and write as a group 4. Your paper should "add something new" to the literature 5. Obtain approval for your topic from Dean; start your planning early in term; begin by exploring possible topics with your partner 6. Consider the type of writing tool you will use such as Google documents (tour) or the class wiki 7. The instructor will pick two best papers and help with submission to JCHLA/JABSCHow will it work? • The instructor will assign students if necessary • Group dynamics can be challenging - you will need to manage this aspect 14 LIBR 534: Health Information Sources and Services (3 Credits) - Giustini

o Each member assumes a specific role; who will be the leader? will it be shared? o What type of paper will you write? How long will the paper be? o What is appropriate given journal requirements (of journal you are hypothetically submitting to)? o Does your partner want to set some milestones over term? o Does your partner want to research a specific idea? • How will you write the paper? Using what tool(s)?Benefits to writing together • To arrive at a consensus among a group working on a research project or presentation together • Students learn how to work, publish and present with other librarians • Builds evidence/research base for other health librarians • Mirrors collaboration among academic health librarians in preparation to speaking at conferences or writing scholarly papers • Provides all students with a scholarly line item for their vitae • Accountability process is in place; old problem of one person doing all the work while others follow - is not permitted.Useful files & tools for your paper • see JCHLA Instructions to Authors • Globe and Mail Style Book - created to help writers at the Globe and Mail present clear, accurate and concise prose • York University Style Guide (based on the Canadian Press Stylebook) • Structured abstract (useful for structuring your paper) • Style manuals (includes links to Vancouver style) 15 LIBR 534: Health Information Sources and Services (3 Credits) - Giustini

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LIBR 534 Health information sources services 2012

by Dean Giustini

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