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    Afp Presentation Afp Presentation Presentation Transcript

    • No More “Fish is Fish”: The Eskind Biomedical Library Training Program Eskind Biomedical Library Vanderbilt University Medical Center Nashville, TN Joanna L. Karpinski, MSLIS [email_address] Slides: www.slideshare.net/karpinsJL
    • Overview
      • Eskind Biomedical Library
      • Library Training Program
      • Independent Study: The American Healthcare System
      • Additional Projects/Activities
      • Conclusion / Questions
    • Overview
      • Eskind Biomedical Library
        • An information and consultation unit in the Vanderbilt University Medical Center Informatics Center (IC)
        • 40+ Staff
        • 6,000 electronic resources
        • Home grown Main Digital Library, including 11 user-specific digital libraries www.mc.vanderbilt.edu/diglib
        • GoLocal Provider www.golocalTN.com
        • Historical Collection & Archives–an NLM Turning The Pages™ site
              • www.mc.vanderbilt.edu/sc_diglib/ttp /
    • Overview – IC Knowledge Management at EBL
      • Knowledge management: beyond standard library services
      • Providing value-added information and resources to the Vanderbilt University Medical Center
    • Overview – IC Knowledge Management at EBL
      • Knowledge management services:
        • Direct support for evidence-based practice
        • Evidence summary services and point-of-need outreach to 22 clinical and life-science research departments
        • Patient information service
        • Knowledge management resource development for these groups and the Informatics Center
        • Incorporation of information resources into informatics projects
      • Knowledge management outcomes:
        • Improved efficiency and quality of Informatics Center projects
        • Contributions to quality and effectiveness of patient care
      Mulvaney SA, Bickman L, Giuse NB, Lambert EW, Sathe NA, Jerome RN. A randomized effectiveness trial of a clinical informatics consult service: impact on evidence-based decision-making and knowledge implementation. J Am Med Inform Assoc. 2008 Mar-Apr;15(2):203-11
    • EBL Training Program
    • EBL Training Program
      • Opportunity for entry-level librarians to receive first-hand training in information support of evidence-based practice
        • Customized learning plan
          • Builds on an individual’s skills to meet EBL and individual skill development goals
        • First-hand training:
          • Live questions
          • Shadowing clinical librarians on rounds
          • Assisting with digital resource projects
    • EBL Training Program
      • Formal curriculum units, covering 50+ topics
      • Draws on:
        • Library expertise
        • University-wide education and training opportunities (lectures, courses, workshops, seminars, etc.)
      • Guided, self-motivated, adult learning approach
      • Web-based tutorial and practical components
      • Verification sessions confirm knowledge acquisition
      • Training activities moderated and monitored by training staff
      Giuse NB, Kafantaris SR, Huber JT, Lynch F, Epelbaum M, Pfeiffer J. Developing a culture of lifelong learning in a library environment. Bull Med Libr Assoc. 1999 Jan;87(1):26-36.
    • EBL Training Program
      • Training program seeks to guide librarians to see beyond “Fish is Fish”
      Images courtesy of www.pbs.org , www.nas.org ,and www.blogs.psu.edu
    • EBL Training Program Introductory Units
        • Introduction to Internet and Web Resources
          • Learn from EBL librarians to develop knowledge of internet sources of medical information, quality evaluation
        • Searching in the Health Sciences and Reference
          • Focus on broadening familiarity w/ resources
        • Clinical Knowledge Base Development:
          • Anatomy and Physiology and Medical Terminology
    • EBL Training Program Intermediate Units
        • Train-The-Trainer
          • 6-week course, develops good presentation and teaching skills
          • Increased awareness of learning styles and educational styles
          • Presented a diagnostic test segment of the “Teaching Clinical Skills to Medical Librarians” an MLA-sponsored CE event at the University of Maryland HSHSL
        • Train-The-Trainer: Molecular Biology
          • 14-week course, introduction to molecular biology and related resources
          • Practice presentations with EBL librarians
          • Goal: Info Hubs and single resource presentation to research students this summer
      Lyon J, Giuse NB, Williams A, Koonce T, Walden R. A model for training the new bioinformationist . J Med Libr Assoc. 2004 Apr;92(2):188-95.
    • EBL Training Program Advanced Units
      • Filtering:
        • In-depth training in study design and quality appraisal
        • Key resources: active clinical questions and resources of prior questions – CICS database
        • Evidence Summary Packet development for Geriatrics, Trauma, and Emergency Departments
        • Training opportunity – participated on AHRQ-funded systematic review group
          • Developed search strategies for systematic evidence retrieval
          • Evaluated 200 abstracts for quality and relevance to systematic inclusion criteria
    • EBL Training Program Additional Learning Opportunities
      • In-house knowledge-development sessions
        • Filtering / Training Sessions (FTC)
          • Experienced librarians pass on their knowledge of skills for critical appraisal and search design
        • Search Talk
          • Experienced librarians pass on their knowledge of resources, searching methodology
        • Knowledge Building
          • IC/EBL-affiliated physician guides basic learning of medical topics to inform filtering knowledge base
    • EBL Training Program Additional Learning Opportunities
      • Rounding
        • Vital to understand unique information needs of clinicians
        • Attended rounds with Trauma, MICU, NICU, Emergency Department, Geriatrics
          • Key observation goals:
            • Unique workflow for each group
            • Substantial differences in types of information required and timeframe
            • Depth of understanding of medicine required to be a quality information provider – lifelong learning commitment
    • EBL Training Program
      • Individualized learn plan topics:
        • Acorn (library catalog and related resources)
        • Building and Equipment Issues
        • Circulation Activities
        • Coaching
        • Collection Arrangement
        • Document Delivery Services
        • Filtering and Evaluating Information
        • Internet Searching and Medical Resources
        • Library Computing Environment
        • Library Privileges
        • Medical Terminology
        • Overview of Reference and Research Services
        • Reference
        • Searching in the Health Sciences
        • Special Collections Overview
        • Technical Services Overview
        • Train-The-Trainer
        • Train-The-Trainer: Molecular Biology
        • Graphic Design
        • Foundations of Bioinformatics (audit)
        • Computer Science 101 (audit)
        • Clinical Trials (MPH course)
    • Independent Study: The American Healthcare System
    • Independent Study: The American Healthcare System
      • Under direction of Dr. Nancy Lorenzi,
        • Assistant Vice-Chancellor for Health Affairs and Professor of Biomedical Informatics
        • Curriculum:
          • Readings and discussion of current issues in healthcare
        • Opportunities to directly observe an active healthcare environment
          • Orthopedics wing EMR demo w/ nurse informaticist
          • VU Children’s Hospital EMR procedure change rounds w/ nurse informaticist
          • CPOE use by pharmacists – main hospital demo w/ PharmD. and pharmacy technicians
    • Independent Study: The American Healthcare System
      • Goal: Develop core knowledge management system analysis techniques through a case study
      • Focus: Organizational needs for successful learning management system implementation and subsequent knowledge transfer
    • Independent Study: The American Healthcare System
        • Process:
        • 1. Gain understanding of knowledge needs in an academic medical center
          • Interviews with those involved in major Learning Management System/Knowledge Management systems
            • Library web team
            • Office of Institutional Learning
          • Literature scan
    • Independent Study: The American Healthcare System
      • Gain an understanding of types of resources available and barriers to facilitating knowledge transmission via case study readings
        • Financial
        • Human Resources
        • IT infrastructure
        • Organizational support
    • Independent Study: The American Healthcare System
      • 3. Gain an improved understanding of Learning Management System capabilities and requirements
        • Systematic review of commercially-available and home-grown LMSes for
          • Start-up/infrastructure requirements
          • Maintenance requirements
          • Customizability
          • Applicability to particular user groups (corporate, academic, etc.)
          • Suitability for particular types of information (i.e. patient data; procedural videos, point-of-care or mobile access, etc.)
          • Aspects of library involvement
    • Independent Study: The American Healthcare System
      • Learn to apply familiarity with these factors to analyze the implementation of a LMS in a healthcare context
        • Case study: Implementation of the Knowledge Map/Learning Portfolio System for Geriatrics Education and Curricular Support at Vanderbilt University Hospital (Reynolds Foundation Geriatrics Education Grant)
          • How has an advanced level of organizational, technological, and institutional support for an LMS aided or been a barrier to the development, implementation, and maintenance of a LMS?
    • Independent Study: The American Healthcare System
        • Knowledge Map/Learning Portfolio
          • A home-grown learning and content management system that uses natural language processing tools and information from learner’s clinical notes to help students, residents, fellows, and faculty analyze the comprehensiveness of their clinical education
        • Process:
          • Interviewed key players in implementation of Knowledge Map/Learning Portfolio for geriatrics education
          • Currently interviewing the system designers
    • Independent Study: The American Healthcare System
        • Initial observations:
          • High-level learning management systems require substantial levels of infrastructure and organizational support uncommon at most institutions
          • Facilitates LMS customization
          • Negatively affects the level of transferability of the LMS to other institutions
          • Intermediate-level solutions may be required to advance the field
        • End product: case study paper
    • Additional Projects/Activities
      • Developed and coded a web page of publishers’ resources for developing countries
      • Audited Java and Introduction to Bioinformatics classes
      • Development of personal EBM resource and clinical knowledge base
      • Attended Informatics and Geriatrics Department seminars
      • Observed outreach training sessions
      • Taught training sessions to new house staff (end of June)
      • Attended AMIA Annual Symposium and MLA Annual Meeting
    • Closing Comments
      • Deeply clinical experience
      • Increased awareness of what goes in to providing information in a clinical setting
      • Have the proper tools to always be working effectively towards improving patient care through information
      • Are my eyes bigger than my stomach? PA, NP, MD?
      • Questions?
      • Thank you!
      • Joanna L. Karpinski
      • [email_address]
      • Slides: www.slideshare.net/karpinsJL