LIBR 534 Health information sources services

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LIBR 534 Health information sources services

  1. 1. 1 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (January – April 2017) THE UNIVERSITY OF BRITISH COLUMBIA School of Library, Archival and Information Studies (SLAIS) LIBR 534: Health Information Sources and Services (3 Credits) – Syllabus, Jan-Apr 2017 Instructor: Dean Giustini, UBC Biomedical Branch Librarian dean.giustini@ubc.ca Course Description: This courseaims to providestudents in the library and informationprofessions witha strong foundationin health scienceslibrarianship (hereafter simply ‘health librarianship’ or‘medicallibrarianship’) Intendedstudents:  This revised versionis forSLAISstudentswhoare interested in exploringthe diversity of print& electronic resourcesin medicine, and information services relevant to practicinghealth (andmedical) librarianship Objectives:Attheend of the course,studentswill have a foundationin:  Health libraries and informationservices in Canada  The evolving cultural, historical, social and legal contextforthe practice ofhealth librarianship  Health trends(i.e. consumerhealth, evidence-based medicine, medical informatics,“data”);their impact onhealth libraries  Traditional reference services, users;extending beyond print toelectronic resources, online platforms, knowledge-based tools  Online databases suchasMEDLINE, EMBASE,CINAHL,theCochraneLibrary and Web ofScience (anddifferent searchinterfaces)  Management of collections, services, personnel and projectsin biomedical libraries  National and international associations,new initiatives and/or trends in health librarianship Upon completionofthe course,studentswillbe able to:  Design and implement library supportforclinicians, researchers,planners and administrators (government,industry,health care system), students(basic and clinical), teachers,patients and consumers  Discusshealth careas a setting (andbackdrop) forlibrary and information services  Providereference services using print& e-resourceswhile meeting the informationneeds ofusers  Effectively search bibliographic databases (e.g.MEDLINE, EMBASE,CINAHL,PubMed,PsycINFOetc.)  Undertake end-user instruction,andlibrarian-mediated services  Discussaspects oftechnical & public services, andresource sharingparticular to health libraries  Analyzeinformation needs in health, information seeking behaviours, andtransfer of researchinto practice (e.g.knowledge translation); describe national and international initiatives, and resourcessupportinghealth libraries
  2. 2. 2 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (January – April 2017) Sample topicscoveredincourse on healthinformationsourcesand services:  Reference services forconsumers,patients, health professionals, other user groups  Searching biomedical databases & usingvarious interfaces,and search tools  Controlled vocabularies; sourcesofinformation; electronic access;grey literature  End-users& instructional services in health libraries  Technologies usedin health libraries (e.g. blogs,handhelds, wikis)  Consumerhealth, complementary & alternative medicine (CAM)  Entrepreneurial opportunitiesfor health librarians in health research  Management of hospital, medical & health libraries in a time ofmassive change Assignmentsin LIBR534: Assignments Due Date Weight ClassParticipation Attendance& participation 10% History of Medicine abstract #1 January10th 2017 5% (pass/redo) Abstract ofmedicallibraryjournal article #2 January17th 2017 5% Reference questions#3 Jan31st 2017 20% Searchquestions#4 Weeks ofFeb21st and28th 30% TermPaper#5 Last class 30% Instructionalresources& methods:  Pedagogicalstrategies:inadditionto readings and assignments, several different teachingstrategies will be usedto help students learn concepts;i.e.,lectures,discussions,smallgroup work,guest lectures (optional:Connect &e-maillistserv)  Demonstration:some lectures will explore different uses forand sourcesofinformation depending on usergroups.Discussionwill include practicalapproaches forprovidingclient andorganizational supportandpersonal professional development  Discussion & readings: studentswill be assigned readings whichwill provide backgroundforclass discussion.  Searchingexercises:someorpart of classes fromweek III to VIII will require hands-onsearching.The resulting discussionwill help studentsto learn how to searchmajor biomedical databases, and toreinforce their search skills  Assignments:provide studentswith opportunities to develop and reinforcetheir understanding(let the instructorknow ifthere is something specific that you wouldlike to explore in any ofthe assignments)  Viewsfromthe field:near the end ofterm, there will be a class forinvited speakers sharing their views ofthe field  Listserv: Used tocentralize information associated withthe course,and encourageexploration  Course wiki:http://hlwiki.slais.ubc.ca
  3. 3. 3 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (January – April 2017) Jan to April 2017 Amended Course Schedule: Date Topic Lab Topics Assignment Due Jan 3rd Orientation Health informationpractice (contextof practicinghealthlibrarianship) Jan 10th Introduction– History of medicalbibliography History ofmedicine & “the medical bibliography” for 3000 yrs. Historyof medicine Jan 17th Module 1: Healthinformation Introductiontosourcesofinformation in health Abstract of medical library journal article Jan 24th Module 1: Healthinformation Answeringreferencequestions in health Jan 31st Module 1: Healthinformation Druginformation & alternative medicine; sourcesofinformation, answeringreference questions Reference questions Feb7th Module 2: Biomedicaldatabases Introduction to MEDLINE,EMBASEand CINAHLdatabases Feb14th Module 2: Biomedicaldatabases Intermediate informationretrieval READINGBREAK READINGBREAK Search assignment I due Feb21st Feb28th Module 2: Biomedicaldatabases Advanced & expertsearching March 7th Module 3: Healthlibrarianpractice &roles Searchingto supportsystematicreviewsand review syntheses Search assignment II March 14th Module 3: Healthlibrarianpractice &roles Consultative and teachingroles in academic, hospital and clinical libraries Mar 21st Module 3: Healthlibrarianpractice&roles Academic roles & research; overview Mar 28th Guest speakers Examples from the field; speakers April4th Finalclass Discussionof the futureofhealth information professionals Termpaper
  4. 4. 4 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (January – April 2017) Important domainscoveredin healthlibrarianship Group Category Concepts 1 Roles for healthlibrarians Clinical librarian, Emerging technology librarians, Expert searcher, Informationist,Information technologyexpert, Systematic review searcher (datamanager) 2 Researchmethodsin medicine Majorclinical studies & trial types, randomizedcontrolled trial (RCT),systematic review (SR),qualitative research (focusgroups,ethnography,casehistories,etc.);Datamanagement portal 3 Evidence-basedmedicine& healthlibrarianship Evidence-based librarianship, Evidence-basedhealth care, Researchfor librarians - portal 4 Consumerhealthinformation (CHI) resources& services Consumerhealth information;patient education,plain language summaries, reading levels, Canadian Virtual Health Library, Google,MedlinePLUS, public libraries. 5 MedicalInformatics Android(Google),eHealth, mHealth, mLibraries; mobile devices. smartphones; Apple iPad for physicians; IPhone4forhealth professionals; Datamanagement portal 6 Web2.0, medicine &health2.0, open access blogs, video-sharingsites, screencasting,web2.0;open accessin Canada, wikis WeeklyLectures–January toApril 2017 Weeklylecturesand readingswill outlinecoreconceptsinthecourse.Eachclasswill havepresentations,classdiscussions aboutreadingsand when appropriate,hands-onworkshops.Pleasecompletethereadingsbeforeattendingclass. Week Topics/ Readings Activities I Orientationtocourse & assignments Introductiontohealth librarianship & the course  Healthinformationsources& services (whatarethey?)  Assignments,classwiki:http://hlwiki.slais.ubc.ca  Canadiancontextof healthinformation i.e.CanadaHealthAct  Mission/ Purpose:whywearehere |our goals & objectives  What health librarians do http://hlwiki.slais.ubc.ca/index.php/What_health_librarians_do Lecture,Q/A Student discussion Think-pair-share II Introductionto the history of medicine &itssources of information Majorhistorical figures& trends in medicine from classical times to present  Origins of medical bibliographyfromancientGreecetopresent  Keymedical figures& eventsinhistory  Highlightsof historyof medicine Reading: Lecture,Q/A Student discussionof readings
  5. 5. 5 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (January – April 2017) Week Topics/ Readings Activities  Roland C.History ofmedicine. In:CanadianEncyclopedia.Retrieved: http://www.thecanadianencyclopedia.ca/en/article/history-of-medicine/ Onthe wiki:  At leastone(1) entryonthe Historyof medicineportal http://hlwiki.slais.ubc.ca/index.php/History_of_medicine_portal Onthe web:  Osler Library forthe History ofMedicine, McGill University, Montreal http://www.mcgill.ca/library/branches/osler Think-pair-share Interactive exercises III Module 1: Trends in healthinformation Introductionto trends inmedical information  Philosophyof reference,wheretolookforanswers; authority/evaluation  Thereferenceinterview;userssuchaspatients,consumers,physicians,healthprofessionals  Commonquestions; categories,facets& ‘pearls’,‘typesof medical questions’ Reading:  Sollenberger JF,HollowayRG Jr.The evolving role andvalue of libraries and librarians in health care. JAMA.2013Sep25;310(12):1231-2.http://www.ncbi.nlm.nih.gov/pubmed/24065006 Onthe wiki:  Reference services:http://hlwiki.slais.ubc.ca/index.php/Reference_services  The information needs of users:http://hlwiki.slais.ubc.ca/index.php/Information_needs_of_users Lecture,Q/A Student sharing Think-pair-share IV Module 1: Healthinformationstructure Answering reference questionsinhealth& medicine;consumers,public health  Gainprofessional skillstoprovidereferenceservices;referenceinterviews  Typesof healthinformation(i.e.patientgroups& consumers;healthprofessionals)  Most commonquestionsin consumerhealth,complementary& alternativemedicine  Philosophyof informationservice,variationsacrossdifferentlibraries; modelsof services Read oneof the followingthisweek:  Federer L.The librarian as researchinformationist: a casestudy. J Med Libr Assoc. 2013 Oct;101(4):298-302.http://www.ncbi.nlm.nih.gov/pubmed/24163601  Classicarticle:FloranceVet al. Informationin context:integrating information specialists into practice.J Med Libr Assoc.2002;90(1):49-58. Lecture,Q/A Student discussion Exercises Think-pair-share  V Module 1: Healthinformationquestions
  6. 6. 6 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (January – April 2017) Week Topics/ Readings Activities Drug informationsources; complementaryandalternativemedicine (CAM)  Introducebasicconceptsin answeringhealthinformationquestions  Core issues;commonquestions in drug-related information  Usingprintresourcesand their electronicequivalents  Createopportunitiestoencounterquestions, develop searchstrategies Reading: YanickeJ.A suggestedbook list forhospital libraries. J Hosp Librarianship.2013;13(3). Onthe wiki: Complementary & alternative medicine (CAM) http://hlwiki.slais.ubc.ca/index.php/Complementary_%26_alternative_medicine_%28CAM%29 Q/A Demonstration Discussion/ sharing VI Module 2: Biomedicaldatabases Introductionto MEDLINE andcore databasesinhealth& medicine  Introducebasicstructure of databasesinmedicine:MEDLINE,EMBASE& CINAHL  Usingcontrolled vocabulariesinbiomedicine  Usingmajoruser-interfaces(UI)inmedicine,and navigationissues  Createopportunitiestoencounterquestions, formulatesearchstrategies Readings:  Classicarticle:Coletti MH, Bleich HL.Medical subjectheadingsused to searchthe biomedical literature. JAMIA 2001;8(4):317–323.  2nd article TBA Onthe wiki:  Medical SubjectHeadings(MeSH) http://hlwiki.slais.ubc.ca/index.php/Medical_Subject_Headings_%28MeSH%29 Onthe web:  MEDLINE®/PubMed®Resources http://www.nlm.nih.gov/bsd/pmresources.html Lecture,Q/A Demonstration Discussion/ sharing VII Module 2: Biomedicaldatabases Intermediate-levelretrievalskillsinhealthandmedicine  Exploreindexing& retrievalissuesinmedicine:MEDLINE,EMBASE& CINAHL  Moreon user-interfaces(UI)inmedicine,and navigationissues (strengths/weaknesses)  Opportunitiesto encounterquestions,formulatesearchstrategies  Recognizepatternsinquestionsrequiring searchingof the biomedical literature Reading:  Article TBA Lecture,Q/A Demonstration Discussion/ sharing
  7. 7. 7 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (January – April 2017) Week Topics/ Readings Activities Onthe wiki:  Medline - Coverage,Interfaces,Searchability: http://hlwiki.slais.ubc.ca/index.php/Medline_-_Coverage,_Interfaces,_Searchability VIII Module 2: Biomedicaldatabases Advanced& expert-level searchskills ‘Frame’orformulateclinical questions – PICO(patient,intervention,comparison,outcomes) Discuss indexing,‘deep web’;reproducibility Filters,hedges;precision/recall in medicalresearchprojects Collaborateonresearch& publication;healthlibrarianrole(s) Reading:  McGowanJ,SampsonM. Systematic reviews need systematic searchers.J Med LibrAssoc. 2005;93(1):44.–80. Onthe wiki:  Systematic review searchinghttp://hlwiki.slais.ubc.ca/index.php/Systematic_review_searching Onthe web:  Chapter6: Searchingfor Studies. In:CochraneHandbookforSystematic Reviews ofInterventions Lecture,Q/A Demonstration Discussion/ sharing IX Module 3: Healthlibrarianshiptoday Searchinginsupport of the systematicreviewandresearchsynthesis  Expertsearchtechniquescontextualized to‘typeof review’  Extended searchtechniquessuchashandsearching,referenceharvesting  Greyliteraturesearching  Emergingsearchtrendsand ideas Reading:  Grant MJ,BoothA.A typologyof reviews: an analysis of 14review types and associated methodologies. HealthInfoLibrJ. 2009Jun;26(2):91-108. Lecture,Q/A Demonstration Discussion/ sharing X Module 3: Healthlibrarianshiptoday Consultation,teaching& researchroles  Explorehealthlibrarianrolesin21st century  Understandpossiblerolesinmedicalaccreditation,curriculum,education,data management  Respond toindividual needsof faculty and practitionersasappropriate Lecture,Q/A Demonstration Discussion/ sharing
  8. 8. 8 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (January – April 2017) Week Topics/ Readings Activities  Approachconsultation& teachinginevidence-based manner Reading:  HendersonM. New roles and new horizonsforhealth sciences librarians andlibraries. Health SciencesLibrarianship.2014:403.http://scholarscompass.vcu.edu/libraries_pubs/22 XI Course review Discussion and reviewof important concepts  Medical bibliographyseenthrough prismof medical history  Referenceinterviewsinmedicine;clinicalquestions  Hierarchiesof evidence; expert searchrole(s)assumed byhealthlibrariansinbiomedicine  Basicresearch,methodologies,statistics, assessment  Assumeexpertrolesinsearchingliterature(Google, GoogleScholar,Bing& other searchtools) Discussion/ sharing XII Current & future practice Examples from the field  Guest speakers from the health library community  Discussionofresearch from class;present five (5) minute summary to your classmates Discussion/ sharing 
  9. 9. 9 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (January – April 2017) AppendixA: History of Medicine (100word abstract) =5% Due: January10th , 2017 Assignmentsare due by the beginningof class on the due date (sendthe instructora Word file startingwithyour surname in lowercase) Instructions:  Youwill be evaluated on how well you discussyourtopic in the 100wordlimit.  This is a pass/redoassignment. A mark will be assigned to acquaintyouwith the evaluation style of the instructor  Create a 100word(orless) abstract aboutan trend or historical figure in the history ofmedicine that interests you  Sample topics: Bloodletting,Leeches,Hippocrates,JohnShaw BILLINGSorSir William OSLER,CISTI Library – National ResearchCouncil 1916,IndexMedicus / MEDLINE1966 – , Medical Library Association1898-,National Library of Medicine (U.S.)  Yourabstract shouldcite yoursourceof information usingVancouverstyle, seestyle manualson the wiki (and classhandout)  TIP: Coverthe most important points in conciselanguage. Specifyfor whomyouare writingthe abstract(e.g.whois your audience? Health librarians, physicians,nurses (alearned audience) or consumers&patients). Ensureyour citation format is correct. Outcome Assessed (Fail) (C) (B- to B+) (A- to A+) Grade Comments 0-1 2-3 3-4 5 1. Concision - conciselanguage used - appropriate information included - appropriate topic selected - ability to hone in, and describe issue Some aspects of precision, creativity and clarity of expression need work Consistently well done showinga gooddegree ofprecision, creativity, and clarity High achievement demonstrating very high precisionand clarity of expression /5 2. Depth - usefulnessof abstract totarget audience - information comprehensiveness Some difficulties with usefulnessor comprehensiveness Generally very strong Excellent depth; showsability to highlight key issues in an abstract /5 Commentsfrominstructor Average total: /5%
  10. 10. 10 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (January – April 2017) AppendixB: Abstract of medicallibraryjournalarticle(100wordabstract) =5% Due:January17th , 2017 Assignmentsare dueby the beginning ofclass on the due date (sendthe instructora Word file starting withyour surname in lower case) Instructions:  Youwill be evaluated on how well you discussyourtopic withinthe wordlimit, and if youfollowed the criteria.  The assignment will bemarked outof 5%of yourtotal mark  Select a recentarticle (ornews report) fromJCHLA/JABSC orJMLA.Provide a 100wordabstractof the article or newsreport.  Cite your sourceofinformation usingVancouverstyle, seetheclasswiki  TIP: Coverthe most important points in as conciselanguage as possible. Specify forwhomyou are writing the abstract(e.g. whois your audience? Health librarians, physicians, nurses(a learned audience) or consumers& patients).Ensure yourcitation format is correct. Outcome Assessed (Fail) (C) (B- to B+) (B- to A+) Grade Comments 0-1 2-3 3-4 5 1. Concision - conciselanguage used - appropriate information included - appropriate topic selected - ability to hone in, and describe issue Some aspects of precision, creativity and clarity of expression need work Consistently well done showinga gooddegree ofprecision, creativity, and clarity High achievement demonstrating very high precisionand clarity of expression /5 2. Depth - usefulnessof abstract totarget audience - information comprehensiveness Some difficulties with usefulnessor comprehensiveness Generally very strong Excellent depth; showsability to highlight key issues in an abstract /5 Commentsfrominstructor Average total: /5%
  11. 11. 11 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (January – April 2017) AppendixC: Reference questionsassignment =20% Due: January 31st , 2017 Assignmentsare dueby the beginning ofclass on the due date (sendthe instructora Word file starting withyour surname in lower case) Assignment Value:20%  Pickten (10) questionsfromA handout tohealth& medicalreference:issuesandsample questions (givenon Jan17 in class)  Refertothese fileson thewiki:Core Titles in Medical Reference& Top InformationSourcesin Biomedical Reference Services  Tell me whattype of patronyou are trying to help, level ofinformation they want, andother information you thinkpertinent  Select two(2) ofthe best information sourcesin health to answereach question. (Useany health information sourcewe discussedin class, or any sourceyouexplored via the wiki orvia yourownresearch.)  Includea brief search strategy or rationale toaccompanyyouranswers.  List the titles only of print and/orelectronic sourcesyouthink are most useful.IncludeCanadian contentif the questionrequires it.  This should be an easy 20%to obtain. Use bullet form whereappropriate.  Yourtotal submissionshould be between 2-3pages. AppendixD: Searchassignment I Due: February21st , 2017 Assignmentsare dueby the beginning ofclass on the due date (sendthe instructora Word file starting withyour surname) Assignment Value:15% Searchassignment#1ismeanttobe presented ina brief threepages.However,itwill need considerabletrial anderrorbeforeyouarriveatyourfinal solutions.Feel freeto workwithyour colleaguesinformulatingyour final submissionbut your final workshould beyourown. Objectives:  To introducebasic searchingin the major databases, Medline, Embase &Cinahl  To acquaintyou withcontrolled vocabularies in biomedical databases  To review major user-interfaces(UI) andnavigational issues  To provide opportunitiesto answer clinical questionsand formulate search strategies  To distinguish between precision& recall and optimization (orfindinga balance) Instructions:  Pickthree (3) questionsthat will be discussedin class(stay tuned)  Based onthe researchquestion, specifywhichdatabase youwill searchfirst, second& third; explain whyyou are searchingin that order  List key concepts,MeSH, EMTREE or CINAHLheadings,Boolean operatorsand limits for yoursearch  Supplement your searchwith background information byusinga dictionary, handbook,classic textbook you wish  Cite those items you consultedbyusing ‘Vancouverstyle’ orICMJEstyle (thesame)  Keep your submissionto three pages or less
  12. 12. 12 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (January – April 2017) AppendixD: Searchassignment II = 15% Due: February28th , 2017 Assignmentsare dueby the beginning ofclass on the due date (sendthe instructora Word file starting withyour surname) Assignment Value:15% Like searchassignment#1,thissearchassignmentismeanttobepresented inbrief.However,workwithyourcolleaguesinformulatingyourfinal answersand submission.Orconsulttheinstructor.Your final submissiondecisionsshould be your own. Objectives:  To extend yourunderstandingof searchissuesusingpoint-of-caredecision making tools  To provide more experience with precision/recall and optimization  To introducethe coverage,interfaces and uses for point-of-caretools  To provide an opportunitytoanswer evidence-based clinical questions usingPICO  To collaborate with yourpeers on searchproblems Instructions:  Read the clinical scenarios.  Select two(2) foryourassignment. What is the clinical question? State it.  What backgroundinformationcanfind to help you devise yoursearch strategies?  Use PICO(Patient/Intervention/Comparison/Outcome) todevelopyour‘strategy’  Search Medline, OVIDEBMReviews, BMJ Clinical Evidence,DynaMed or any other point-of-caretool.  WhichPOCtool answersthe questionsbest? Most satisfactorily? Whichdo not? Why not?  Commentand reflecton thesequestions in yoursubmission.  TIP: Keep yoursubmission to three pages or less but documentyour‘discoveryprocess’ forme
  13. 13. 13 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (January – April 2017) AppendixE: Final paperproject=30% Date due: before last classof term Assignment Value:30% Researcharticle instructions  Yourfinal assignment will require you tofind a partner to collaborate on writinga researcharticle  Yourpaper, its structureand length is set out by the JCHLA/JABSC Instructionstoauthors(pdf)  Research papersin the JCHLA areusually 1800-2000words  Obtain approval foryourtopic; create an outline  Discussyourinterests with Dean; sendan outline a monthbefore the due date for input/feedback  Send finished projectto instructorbeforefinal class  Inaddition, for yourfinal mark, assess yourco-authorsoutof5 and send assessment to instructor in confidence Talkingpoints 1. Atleast two studentswrite a publishable paper 2. Pedagogicalpurpose is to exposestudents to a collaborative-collegial model ofwriting 3. Learn how to collaborate, research andwrite as a group 4. Yourpaper should"add something new" to the literature 5. Obtain approval foryourtopic frominstructor,start planning early in term, begin by exploring topicswith yourpartners 6. Consider the type ofwriting tool youwill use suchas GoogleDrive, classwiki orplain ol’ Microsoft Word 7. The instructorwill picktwo best papers andhelp withsubmissions forstudent paper prize toJCHLA/JABSC How willit work?  The instructorwill assign studentsif necessary  Groupdynamics canbe challenging - youwill need to manage this aspect o Eachmember assumes a specific role; whowill be the leader? will it be shared? o What type of paperwill youwrite? Howlong will the paper be? o What is appropriate given journalrequirements (ofjournalyouare hypothetically submitting to)? o Does yourpartner wantto set some milestones overterm? o Does yourpartner wantto research a specific idea?  Howwill youwrite the paper? Using what tool(s)?
  14. 14. 14 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (January – April 2017) Assessment  The instructorwill providea mark outof 25for eachstudent  Inaddition, each student will assess their partner outof 5; think ofthis as a blinded peer-review process  Peer-assessmentisa mark out offive (5);one = very poor;five = outstanding;send tothe instructor inconfidence  Providingconstructiveandhelpful feedback is an important professional skill; a rubric for marking will be developed Benefitstowriting asa pair| team  To arrive at consensusamonggroupsworkingonresearch projectsorpresentations  Students learn how to work,publish and present effectively with otherlibrarians  Builds evidence/research base forother health librarians  Mirrors collaboration among academic health librarians in preparation to speaking at conferencesor writingscholarly papers  Providesall students witha scholarlylineitem fortheirvitae  Accountabilityprocessis in place; old problem of one persondoing all the workwhile others follow -is notpermitted. Usefulfiles& toolsfor yourpapers  seeJCHLAInstructions toAuthors http://ejournals.library.ualberta.ca/index.php/jchla/index  Globeand MailStyle Bookwascreated tohelp writersatthe Globeand Mail presentclear,accurateandconciseprose  Canadian PressStylebook http://www.ualberta.ca/~gifford/handouts/cp.pdf  Structuredabstract (usefulforstructuringyourpaper) http://hlwiki.slais.ubc.ca/index.php/Structured_abstract  Style manuals(includeslinks to Vancouverstyle) http://hlwiki.slais.ubc.ca/index.php/Style_manuals  Vancouverstyle part ofthe ICMJEwebsite http://www.icmje.org/

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