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LIBR 534 Health information sources services

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September 2013 outline & syllabus

September 2013 outline & syllabus

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    LIBR 534 Health information sources services LIBR 534 Health information sources services Presentation Transcript

    • THE UNIVERSITY OF BRITISH COLUMBIA School of Library, Archival and Information Studies (SLAIS) LIBR 534: Health Information Sources and Services (3 Credits) – Syllabus, 2013 Instructor: Dean Giustini, UBC Biomedical Branch Librarian dean.giustini@ubc.ca Course Description: This course aims to provide students in the library and information professions with a strong foundation in health sciences librarianship (hereafter simply ‘health librarianship’ or ‘medical librarianship’) Intended students: • This newly-structured course is intended for SLAIS students interested in exploring the diversity of print & electronic resources in medicine, and information services germane to practicing health (and medical) librarianship Objectives: At the end of the course, students will have a foundation in: • Health libraries and information services in Canada • The evolving 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, 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 librarianship Upon completion of the course, students will be able to: • Design and implement library support for clinicians, researchers, planners and administrators (government, industry, health care system), students (basic and clinical), teachers, patients and consumers • Discuss health care as a setting (and backdrop) for library and information services • Provide reference services using print & e-resources while meeting the information needs of users • Effectively search bibliographic databases (e.g. MEDLINE, EMBASE, CINAHL, PubMed, PsycINFO etc) • Undertake end-user instruction, and librarian-mediated 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 (September 2013)
    • Course topics: • 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 change Assignments in LIBR534: Assignments Due Date Weight Class Participation Attendance & participation 10% History of Medicine abstract 11 Sept 2013 5% (pass/redo) Trends in medical libraries abstract 25 Sept 2013 5% Reference questions 16 Oct 2013 20% Search questions (2 sets) 30 Oct 2013 | 6 Nov 2013 30% Term Paper 27 November 2013 30% Instructional resources & methods: • Pedagogical strategies: in addition to readings and assignments, several different teaching strategies will be used to help students learn concepts; i.e., lectures, discussions, small group work, Blackboard, 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 sharing their views of the field • Listserv: Used to centralize information associated with the course, and encourage exploration • Course wiki: Health information sources & services. HLWIKI International 2 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September 2013)
    • Class policies: • Maintain regular attendance • Actively listen, engage with and support your peers • Agree to participate in creating positive learning environment • Advance dialogue in class, contribute to group dynamics positively • Laptops are permitted but not to check e-mail please • Come prepared for scheduled activities outlined; 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 Due Sept 4th Orientation Health information practice (context) Sept 11th Introduction – History of medical bibliography History of medicine & “the medical bibliography” for 3000 yrs History of medicine Sept 18th No class today Indian Residential School Truth and Reconciliation Commission No class Sept 25th Module 1: Health information Introduction to sources Trends in medical libraries Oct 2nd Module 1: Health information Answering reference questions Oct 9th Module 1: Health information Drug information & alternative medicine; sources of information, answering reference questions Oct 16th Module 2: Biomedical databases Introduction to MEDLINE and biomedical databases Reference questions Oct 23rd Module 2: Biomedical databases Intermediate information retrieval Oct 30th Module 2: Biomedical databases Advanced & expert searching Search assignment I Nov 6th Module 3: Health librarianship Context of health information practice circa 2013 Search assignment II Nov 13th Module 3: Health librarianship Consultative and teaching roles Nov 20th Module 3: Academic roles & research; overview 3 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September 2013)
    • Health librarianship Nov 27th Final class: guest speakers Discussion of research into the future Term papers due Important domains covered in health librarianship Group Category Concepts 1 Roles for health librarians Clinical librarian, Emerging technology librarians, Expert searcher, Informationist, Information technology expert, Systematic review searcher 2 Research methods in medicine Major clinical studies & trial types, randomized controlled trial (RCT), systematic review (SR), qualitative research (focus groups, ethnography, case histories, etc.) 3 Evidence-based medicine & health librarianship Evidence-based librarianship, Evidence-based health care, Research for librarians - portal 4 Consumer health information (CHI) resources & services Consumer health information; patient education, plain language summaries, reading levels, Canadian Virtual Health Library, Google, MedlinePLUS, public libraries. 5 Medical Informatics Android (Google), eHealth, mHealth, mLibraries; mobile devices. smartphones; Apple iPad for physicians; IPhone 4 for health professionals 6 Web 2.0, medicine & health 2.0, open access blogs, video-sharing sites, screencasting, web 2.0; open access in Canada, wikis 4 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September 2013)
    • Weekly Lectures – September to December, 2013 Weekly lectures and readings will outline core concepts in the course. Each class will have presentations, class discussions about readings and when appropriate, hands-on workshops. Please complete the readings before attending class as they will be a) discussed extensively and b) important in building your knowledge. Week Topics / Readings Activities I Orientation to course & assignments Introduction to health librarianship & the course • Health information sources & services (what are they?) • Assignments; class wiki – HLWIKI International • Canadian context of health information ie. Canada Health Act • Mission / Purpose: why we are here, goals & objectives • What health librarians do Lecture, Q/A Student discussion Think-pair-share II Introduction to the history of medicine & its information sources Major historical figures & trends in medicine from Ancient times to present • Origins of medical bibliography from ancient Greece to present • Key medical figures & events in history • Highlights of history of medicine Readings: • Roland C. History of Medicine. In: Canadian Encyclopedia. Retrieved: http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0005203 Sites to peruse: • At least one (1) entry on the History of medicine portal • Osler Library for the History of Medicine, McGill University, Montreal http://www.mcgill.ca/library/branches/osler Lecture, Q/A Student discussion of readings Think-pair-share Interactive exercises III Module 1: Trends in health information Introduction to trends in medical information • Philosophy of reference, where to look for answers; authority / evaluation • The reference interview; users such as patients, consumers, physicians, health professionals • Common questions; categories, facets & ‘pearls’ , ‘types of medical questions’ Lecture, Q/A Student discussion 5 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September 2013)
    • Week Topics / Readings Activities Readings: • Browne R, Lasserre K, McTaggart J, Bayley L, McKibbon A, Clark M, Perry GJ, Murphy J. International trends in health science librarianship: part 1 - the English speaking world. Health Info Libr J. 2012 Mar;29(1):75-80. Background: • Reference services • The information needs of users • Medical vocabulary, prefixes & suffixes http://hlwiki.slais.ubc.ca/index.php/Medical_vocabulary Think-pair-share IV Module 1: Health information structure Answering reference questions in health & medicine; consumers, public health • Gain professional skills to provide reference services; reference interviews • Types of health information (i.e. patient groups & consumers; health professionals) • Most common questions in consumer health, complementary & alternative medicine • Philosophy of information service, variations across different libraries; models of services Readings: • Classic article: Florance V et al. Information in context: integrating information specialists into practice. J Med Libr Assoc. 2002;90(1):49-58. Lecture, Q/A Student discussion of manual Exercises Think-pair-share V Module 1: Health information questions Drug information sources; complementary and alternative medicine (CAM) • Introduce basic concepts in answering health information questions • Core issues inproviding services & evaluating questions • Common questions in drug-related information (incl. complementary & alternative medicine) • Using print resources and their electronic equivalents • Create opportunities to encounter questions, develop search strategies Readings: Yanicke J. A suggested book list for hospital libraries. J Hosp Librarianship. 2013;13(3). Background: Complementary & alternative medicine (CAM) Q/A Demonstration Discussion 6 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September 2013)
    • Week Topics / Readings Activities VI Module 2: Biomedical databases Introduction to MEDLINE and core databases in health & medicine • Introduce basic structure of databases in medicine: MEDLINE, EMBASE & CINAHL • Using controlled vocabularies in biomedicine • Using major user-interfaces (UI) in medicine, and navigation issues • Create opportunities to encounter questions, formulate search strategies Readings: • Classic article: Coletti MH, Bleich HL. Medical subject headings used to search the biomedical literature. JAMIA 2001; 8(4): 317–323. Background: • Medical Subject Headings (MeSH) • MEDLINE®/PubMed® Resources Guide Lecture, Q/A Demonstration Discussion VII Module 2: Biomedical databases Intermediate-level retrieval skills in health and medicine • Explore indexing & retrieval issues in medicine: MEDLINE, EMBASE & CINAHL • More on user-interfaces (UI) in medicine, and navigation issues (strengths/weaknesses) • Opportunities to encounter questions, formulate search strategies • Recognize patterns in questions requiring searching of the biomedical literature Readings: • Kelly L. So many databases, such little clarity. Canadian Family Physician 2008;54(11):1572. Background: • Medline - Coverage, Interfaces, Searchability Lecture, Q/A Demonstration Discussion VIII Module 2: Biomedical databases Advanced & expert-level search skills ‘Frame’ or formulate clinical questions – PICO (patient, intervention, comparison, outcomes) Discuss indexing, ‘deep web’; reproducibility Lecture, Q/A Demonstration 7 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September 2013)
    • Week Topics / Readings Activities Filters, hedges; precision/recall in medical research projects Collaborate on research & publication; health librarian role(s) Readings: • McGowan J, Sampson M. Systematic reviews need systematic searchers. J Med Libr Assoc. 2005;93(1):44.–80. Background: • Chapter 6: Searching for Studies. In: Cochrane Handbook for Systematic Reviews of Interventions • Systematic review searching Discussion IX Module 3: Health librarianship in 2013 Context of health information practices • Changes in Canadian health care • National consortia initiatives in health information access • Issues, selection and criteria for collection development in biomedicine • Discuss impact of transition from print to online resources in health libraries Readings: • Marshall JG, Sollenberger J, Easterby-Gannett S, Morgan LK, Klem ML, Cavanaugh SK, Oliver KB, Thompson CA, Romanosky N, Hunter S. The value of library and information services in patient care: results of a multisite study. J Med Libr Assoc. 2013 Jan;101(1):38-46. Lecture, Q/A Demonstration Discussion X Module 3: Health librarianship in 2013 Consultation and teaching roles • Explore health librarian roles in 21st century • Understand possible roles in medical accreditation, curriculum, education • Respond to individual needs of faculty and practitioners as appropriate • Approach consultation & teaching in evidence-based manner Readings: • Plutchak TS. Breaking the barriers of time and space: the dawning of the great age of librarians. J Med Libr Assoc. 2012 Jan;100(1):10-9. Lecture, Q/A Demonstration Discussion 8 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September 2013)
    • Week Topics / Readings Activities XI Course review Discussion and review of important concepts • Medical bibliography seen through prism of medical history • Reference interviews in medicine; clinical questions • Hierarchies of evidence; expert search role(s) assumed by health librarians in biomedicine • Basic research, methodologies, statistics, assessment • Assume expert roles in searching literature (Google, Yahoo, Scirus & open search tools) 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;28 (4):321-5. Discussion XII Guest speakers Examples from the field • Guest speakers from the health library community • Issues: health library closures, new roles for librarians Discussion XIII Future of health librarianship Discussion of research from class (optional) • Each student will provide a paper abstract for their peers • Provide a 5-minute overview of your final paper Discussion 9 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September 2013)
    • 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 • 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, trend or historical figure in the history of medicine that interests you • Sample topics: Bloodletting, 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 Assessed (Fail) (C) (B- to B+) (A- to A+) Grade Comments 0-1 2-3 3-4 5 1. Concision - concise language 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 showing a good degree of precision, creativity, and clarity High achievement demonstrating very high precision and clarity of expression /5 2. Depth - usefulness of abstract to target audience - information comprehensiveness Some difficulties with usefulness or comprehensiveness Generally very strong Excellent depth; shows ability to highlight key issues in an abstract /5 Average total: /5% Comments: 10 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September 2013)
    • Appendix B: Trends in medical libraries (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 news sources 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 news story about health and/or medical libraries; 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) Outcome Assessed (Fail) (C) (B- to B+) (B- to A+) Grade Comments 0-1 2-3 3-4 5 1. Concision - concise language 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 showing a good degree of precision, creativity, and clarity High achievement demonstrating very high precision and clarity of expression /5 2. Depth - usefulness of abstract to target audience - information comprehensiveness Some difficulties with usefulness or comprehensiveness Generally very strong Excellent depth; shows ability to highlight key issues in an abstract /5 Average total: /5% Comments: 11 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September 2013)
    • Appendix C: Reference questions assignment Date due: Assignment Value: 20% • Select ten (10) questions from Appendix II in An introduction to health & medical reference: issues and sample questions [32p.] • Refer to these reference sources also: Core Reference titles & Top Information Sources in Biomedicine • 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. Use bullet form where appropriate. • Your total submission should be between 2-3 pages. Don’t over think this assignment. Appendix D: Search assignment I Date due: Assignment 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 your final 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 (September 2013)
    • Appendix D: Search assignment II Date due: Assignment Value: 15% Like search assignment #1, this search assignment is meant to be presented in brief. However, work with your colleagues in formulating your final answers and submission. Or consult the instructor. Your final submission decisions 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 problems Instructions: • 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 (September 2013)
    • Appendix E: Final paper Date due: End of term Assignment 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 before final class • In addition, for your final mark, assess your co-authors out of 5 and send assessment to instructor in confidence Talking 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/JABSC How will it work? • The instructor will assign students if necessary • Group dynamics can be challenging - you will need to manage this aspect 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)? Assessment • The instructor will provide a mark out of 25 for each student 14 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September 2013)
    • • 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 developed 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 (September 2013)