|Friday, October 26th
Emily Brennan, Medical University of South Carolina
Paper Session 1: Evidence Based Practice at Warp Speed
11:00 AM - 11:15 AM
The Medical University of South Carolina (MUSC) Value Institute, which falls under the hospital’s Quality Department, has contributed to evidence-based practice (EBP) culture through education, evidence synthesis services, and the development of clinical decision support tools. Three members of the Value Institute -- a librarian, Clinical Evidence-Based Analyst, and Senior Value Specialist -- have taught a variety of EBP courses to clinicians over the years. However, because of increasing course dropout rates, the Value Institute conducted focus groups to identify ways to redesign the course. Two focus groups consisted of 6-8 previous course participants each. The focus groups started with an introduction, challenge statement, and problem statement. Participants silently brainstormed answers to four questions then posted answers to wall-mounted paper. A group discussion followed.
Rebecca Roth, Florida International University
11:18 AM - 11:33 AM
Traditional library services have become increasingly portable, especially when academic programs are moved away from the main campus to a satellite site. Essentially, “bringing the library to them” approach becomes an efficient solution in place of making patrons come to the library. At Florida International University’s Herbert Wertheim College of Medicine (FIU HWCOM), a new Master’s in Physician Assistant Studies (MPAS) program presented such a challenge to the school’s librarians when it came time to provide regular library instruction for Evidence-Based Medicine (EBM) courses, and assisting with a related capstone project.
Margaret Ansell, University of Florida
Paper Session 1: Curriculum Magic
11:36 AM - 11:51 AM
Objective: University of Florida HSCL librarians have long offered information-related instruction through guest lectures in the programs they serve and stand-alone workshops; however, librarians had not taught any credit-bearing courses focused on information literacy prior to 2016. To more fully integrate information-related skills into curricula, librarians developed a one-credit course for graduate students, initially targeting those in basic science programs but expecting that its modular format would allow easy adaptation for other health science programs. After two successful semesters teaching this course, librarians adapted the instructional content to an audience of graduate students in the College of Public Health and Health Professions. Methods: The basic science version of the course covered literature searching, bibliographic citation software, basic NCBI resources, funding sources, data management, and information ethics. In transforming the class for health professional students, librarians replaced the genetic and genomic resources sessions with introductory sessions on systematic reviews and grey literature. Conceptual material fit mapped well to the Association of College and Research Libraries (ACRL) Information Literacy Framework. Health professions PhD program coordinators provided feedback on the syllabus and helped inform students about the course. Results: Formal student evaluation data is not yet available; however, informal feedback indicated that the course was incredibly valuable for doctoral students; one student even suggested making the course required. Student quiz scores and class discussion revealed that the choice of topics resonated with students, captured their interests, and fulfilled a need not met by their other courses. Conclusions: Developing and teaching a credit-bearing graduate course on information-related topics is one mechanism for librarians to further integrate into the curricula of their programs and broaden their reach. A course that has been developed and approved by a specific campus unit may prove relevant to other units and easily customized to fit their needs, thus increasing its impact.
Gregg A. Stevens, Stony Brook University
11:54 AM - 12:09 PM
With the increasing popularity of distance education among universities and busy students, many Advanced Practice Nursing (APN) programs have shifted to become either online or hybrid programs. To meet the research and instruction needs of these students, some nursing librarians are using technology for virtual research and instruction. This study was designed to assess the extent to which nursing librarians in North America are providing virtual research and instruction services for APN students.
Jane Morgan-Daniel, University of Florida Health Science Center
4:06 PM - 4:21 PM
Objectives: Information needs, literature searching, librarian’s and requestor’s perceptions
Melissa L. Rethlefsen, University of Florida
4:24 PM - 4:39 PM
To describe and evaluate the use of a library-sponsored national conference to influence institutional culture around reproducibility through awareness building.