LIBR 534 Health information sources services

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September 2015 outline & syllabus

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LIBR 534 Health information sources services

  1. 1. THE UNIVERSITY OF BRITISH COLUMBIA School of Library, Archival and Information Studies (SLAIS) LIBR 534: Health Information Sources and Services (3 Credits) – Syllabus, 2015 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 revised version is for SLAIS students who are interested in exploring the diversity of print & electronic resources in medicine, and information services relevant 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, “data”); 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 – December, 2015)
  2. 2. Sample topics covered in course on health information sources and services: • 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 #1 Sept 16 5% (pass/redo) Abstract of medical library journal article #2 Sept 23 5% Reference questions #3 Oct 7 20% Search questions #4 Oct 28,Nov 4 30% Term Paper #5 Last class 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, guest lectures (optional: Connect & e-mail listserv) • 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: http://hlwiki.slais.ubc.ca 2 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
  3. 3. 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 to take notes or search for topic being discussed in class • 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 a Word file starting with your surname) Course Schedule: Date Topic Lab Topics Assignment Due Sept 9 Orientation Health information practice (context of practicing health librarianship) Sept 16 Introduction – History of medical bibliography History of medicine & “the medical bibliography” for 3000 yrs. History of medicine Sept 23 Module 1: Health information Introduction to sources of information in health Abstract of medical library journal article Sept 30 Module 1: Health information Answering reference questions in health Oct 7 Module 1: Health information Drug information & alternative medicine; sources of information, answering reference questions Reference questions Oct 14 Module 2: Biomedical databases Introduction to MEDLINE and biomedical databases Oct 21 Module 2: Biomedical databases Intermediate information retrieval Oct 28 Module 2: Biomedical databases Advanced & expert searching Search assignment I Nov 4 Module 3: Health librarian practice & roles Context of health information practice circa 2013 Search assignment II Nov 11 Module 3: Health librarian practice & roles Consultative and teaching roles Nov 18 Module 3: Health librarian practice& roles Academic roles & research; overview 3 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
  4. 4. Nov 25 Guest speakers Examples from the field Dec 2 Final class Discussion of the future of health information professionals Term paper 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 (data manager) 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.); Data management portal 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; Data management portal 6 Web 2.0, medicine & health 2.0, open access blogs, video-sharing sites, screencasting, web 2.0; open access in Canada, wikis Weekly Lectures – September to December, 2015 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. 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: http://hlwiki.slais.ubc.ca • Canadian context of health information i.e. Canada Health Act • Mission / Purpose: why we are here | 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 Introduction to the history of medicine & its sources of information 4 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
  5. 5. Week Topics / Readings Activities Major historical figures & trends in medicine from classical times to present • Origins of medical bibliography from ancient Greece to present • Key medical figures & events in history • Highlights of history of medicine Reading: • Roland C. History of medicine. In: Canadian Encyclopedia. Retrieved: http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0005203 On the wiki: • At least one (1) entry on the History of medicine portal http://hlwiki.slais.ubc.ca/index.php/History_of_medicine_portal On the web: • 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’ Reading: • Sollenberger JF, Holloway RG Jr. The evolving role and value of libraries and librarians in health care. JAMA. 2013 Sep 25;310(12):1231-2. http://www.ncbi.nlm.nih.gov/pubmed/24065006 On the 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: 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 Read one of the following this week: Lecture, Q/A Student discussion Exercises 5 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
  6. 6. Week Topics / Readings Activities • Federer L. The librarian as research informationist: a case study. J Med Libr Assoc. 2013 Oct;101(4):298-302. http://www.ncbi.nlm.nih.gov/pubmed/24163601 • Classic article: Florance V et al. Information in context: integrating information specialists into practice. J Med Libr Assoc. 2002;90(1):49-58. 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; common questions in drug-related information • Using print resources and their electronic equivalents • Create opportunities to encounter questions, develop search strategies Reading: Yanicke J. A suggested book list for hospital libraries. J Hosp Librarianship. 2013;13(3). On the 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: 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: • Dhammi IK, Kumar S. Medical subject headings (MeSH) terms. Indian J Orthop. 2014 Sep;48(5):443- 4. http://www.ncbi.nlm.nih.gov/pubmed/25298548 • Classic article: Coletti MH, Bleich HL. Medical subject headings used to search the biomedical literature. JAMIA 2001; 8(4): 317–323. On the wiki: • Medical Subject Headings (MeSH) http://hlwiki.slais.ubc.ca/index.php/Medical_Subject_Headings_ %28MeSH%29 On the web: • MEDLINE®/PubMed® Resources http://www.nlm.nih.gov/bsd/pmresources.html Lecture, Q/A Demonstration Discussion / sharing VII Module 2: Biomedical databases Intermediate-level retrieval skills in health and medicine Lecture, Q/A 6 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
  7. 7. Week Topics / Readings Activities • 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 Reading: • Hjørland B. Classical databases and knowledge organization: a case for boolean retrieval and human decision-making during searches. J Assoc Info Sci Tech. 2014. http://onlinelibrary.wiley.com/doi/10.1002/asi.23250/full On the wiki: • Medline - Coverage, Interfaces, Searchability: http://hlwiki.slais.ubc.ca/index.php/Medline_-_Coverage,_Interfaces,_Searchability Demonstration Discussion / sharing 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 Filters, hedges; precision/recall in medical research projects Collaborate on research & publication; health librarian role(s) Reading: • McGowan J, Sampson M. Systematic reviews need systematic searchers. J Med Libr Assoc. 2005;93(1):44.–80. • Ludeman E, Downton K, Shipper AG, Fu Y. Developing a library systematic review service: a case study. Med Ref Serv Q. 2015;34(2):173-80. http://www.ncbi.nlm.nih.gov/pubmed/25927509 On the wiki: • Systematic review searching http://hlwiki.slais.ubc.ca/index.php/Systematic_review_searching On the web: • Chapter 6: Searching for Studies. In: Cochrane Handbook for Systematic Reviews of Interventions Lecture, Q/A Demonstration Discussion / sharing IX Module 3: Health librarianship today Context of health information practices • Changes in Canadian health care National consortial initiatives in health information access Issues, selection and criteria for collection development in biomedicine Lecture, Q/A Demonstration 7 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
  8. 8. Week Topics / Readings Activities Discuss impact of transition from print to online resources in health libraries Reading: • Marshall JG, Sollenberger J,et al. 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. Discussion / sharing X Module 3: Health librarianship today Consultation, teaching & research roles • Explore health librarian roles in 21st century • Understand possible roles in medical accreditation, curriculum, education, data management • Respond to individual needs of faculty and practitioners as appropriate • Approach consultation & teaching in evidence-based manner Reading: • Henderson M. New roles and new horizons for health sciences librarians and libraries. Health Sciences Librarianship. 2014:403. http://scholarscompass.vcu.edu/libraries_pubs/22 Lecture, Q/A Demonstration Discussion / sharing 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, Google Scholar, Bing & other search tools) Discussion / sharing XII Current & future practice Examples from the field • Guest speakers from the health library community • Discussion of research from class; present five (5) minute summary to your classmates Discussion / sharing 8 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
  9. 9. Appendix A: History of Medicine (100 word abstract) = 5% due Sept 16th Assignments are due by the beginning of class on the due date (send the instructor a Word file starting with your surname) Instructions: • You will be evaluated on how well you discuss your topic in the 100 word limit. • This is a pass/redo assignment. A mark will be assigned to acquaint you with the evaluation style of the instructor • Create a 100 word (or less) abstract about an trend or historical figure in the history of medicine that interests you • Sample topics: Bloodletting, Leeches, Hippocrates, 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 your source of information using Vancouver style, see style manuals on the wiki • TIP: 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). Ensure your 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 - 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 Comments from instructor Average total: /5% 9 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
  10. 10. Appendix B: Abstract of medical library journal article (100 word abstract) = 5% due Sept 23rd Assignments are due by the beginning of class on the due date (send the instructor a Word file starting with your surname) 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 • Select a recent article or news report from JCHLA/JABSC or JMLA. Provide a 100 word abstract of the article or news report. • Cite your source of information using Vancouver style, see the class wiki • TIP: Cover the most important points in as concise language as possible. Specify for whom you are writing the abstract (e.g. who is your audience? Health librarians, physicians, nurses (a learned audience) or consumers & patients). Ensure your citation format is correct. 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 Comments from instructor Average total: /5% Appendix C: Reference questions assignment = 20% due Oct 7th Assignments are due by the beginning of class on the due date (send the instructor a Word file starting with your surname) Assignment Value: 20% 10 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
  11. 11. • Pick ten (10) questions from Appendix II An introduction to health & medical reference: issues and sample questions (to be given in class) • Refer to these files on the wiki: Core Titles in Medical Reference & Top Information Sources in Biomedical Reference Services • Tell me what type of patron you are trying to help, level of information they want, and other information you think pertinent • Select two (2) of the best information sources in health to answer each question. (Use any health information source we discussed in class, or any source you explored via the wiki or via your own research.) • 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. TIP: Don’t over think this assignment. Appendix D: Search assignment I due Oct 28th Assignments are due by the beginning of class on the due date (send the instructor a Word file starting with your surname) 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 Appendix D: Search assignment II = 15% due Nov 4th Assignments are due by the beginning of class on the due date (send the instructor a Word file starting with your surname) 11 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
  12. 12. 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, DynaMed or any other 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. • TIP: Keep your submission to three pages or less but document your ‘discovery process’ for me 12 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
  13. 13. Appendix E: Final paper project= 30% Date due: before last class on Dec 2nd 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 • Discuss your interests with Dean; send an outline a month before the due date for input/feedback • Send finished project to instructor 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 publishable paper 2. 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 instructor, start planning early in term, begin by exploring topics with your partners 6. Consider the type of writing tool you will use such as Google Drive, class wiki or plain ol’ Microsoft Word 7. The instructor will pick two best papers and help with submissions for student paper prize 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 13 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
  14. 14. • 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 as a pair | team • To arrive at consensus among groups working on research projects or presentations • Students learn how to work, publish and present effectively 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 papers • see JCHLA Instructions to Authors http://ejournals.library.ualberta.ca/index.php/jchla/index • Globe and Mail Style Book was created to help writers at the Globe and Mail present clear, accurate and concise prose • Canadian Press Stylebook http://www.ualberta.ca/~gifford/handouts/cp.pdf • Structured abstract (useful for structuring your paper) http://hlwiki.slais.ubc.ca/index.php/Structured_abstract • Style manuals (includes links to Vancouver style) http://hlwiki.slais.ubc.ca/index.php/Style_manuals • Vancouver style part of the ICMJE website http://www.icmje.org/ 14 LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
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