2018 Concurrent Paper Presentations
MHSLA Annual Conference
Traverse City, Michigan - October 11, 2018
Concurrent Paper Presentations
Point of Care Products use in Health Science Classes
Margaret Hoogland, Clinical Medical Librarian
The University of Toledo
Point of Care products (POCs) provide health professionals with access to digital information on medications, diseases, and the recent research results. These products are searchable on tablets, smartphones, and computers. Most health science libraries provide access to at least one POC. A survey of 138 Medical Library Association members, however, shows that most librarians rarely mention or incorporate POCs into health science classes. After reviewing the results of this survey, librarians at the University of Toledo taught first year medical students in Fall 2017 by incorporating POCs, patient cases, and group activities, hoping to see changes in student practices.
Version Control and Virtual Servers: Setting Up Collaborative Change Management for a Medical Library Website
Keith Engwall, Web & Emerging Technologies Librarian
Mitchell Roe, Technology Specialist
Oakland University William Beaumont Medical Library
Maintaining a library website has several inherent challenges, which can be compounded when multiple authors and/or developers are involved. The ability to test website changes in a development environment are critical in protecting against downtime for the production site. However, obtaining a development server can be difficult, and coordinating changes between multiple contributors, even in a development environment, can be difficult. This presentation describes a homegrown, distributed development environment based on Git and VirtualBox. Git, a free and open source distributed version control system, is heavily used in distributed software development. VirtualBox, a free and open source virtual machine (VM) solution by Oracle, allows a local replica of the server to be run on a user’s computer. Combining the two provides each contributor with a local development environment on their computer, and automatically coordinates changes when they are pushed to the production server. This distributed approach allows libraries to manage their website without the need of a separate development server and with reduced risk of downtime, easier collaboration, and improved change tracking.
Exploring Interdisciplinarity in Nursing Literature Using Topic Modeling
Alexandra Sarkozy, Librarian
Cassaundra Fitch, School of Information Science Student
Wayne State University
Research Question: Recent research has demonstrated the interdisciplinary nature of nursing research. Nurses conduct research in areas of medicine, psychosocial interventions, informatics, rehabilitation, and many other subdisciplines.
Methods: Using Scopus data and full texts of publications, we will import full text of the publications of Wayne State University College of Nursing Faculty into a mySQL database. Text will be prepped for topic modeling using the Python NLTK library. Topics will be generated from the resulting corpus using the Latent Dirichlet Allocation algorithm from the Scikit-learn (sklearn) Python library, and results visualized in a networked graph. Topics generated by the algorithm will then be compared with indexing terms applied by human indexers.
Reinventing the Michigan State University College of Veterinary Medicine Curriculum
Andrea Kepsel, Health Sciences Educational Technology Librarian
Michigan State University
In the spring of 2016, the Dean of the MSU College of Veterinary Medicine charged the faculty with developing a cost-effective, learner-centered, and integrated DVM curriculum that produces high-value, career-ready graduates. Following this charge, a stakeholder advisory committee of faculty, staff, students, alumni, employers, and clinical partners was assembled to provide input on what successful day-one DVM graduates look like. The veterinary medicine librarian was identified as a stakeholder and participated in a day-long workshop with activities designed to identify key themes for the new curriculum.
The veterinary medicine librarian leveraged her position as a college stakeholder to become progressively more involved in shaping the education of future veterinarians. First the librarian joined the competencies working group, which was tasked with establishing a hierarchy of career-ready competencies for DVM graduates and sorting faculty-derived educational competencies into the hierarchy. At the conclusion of the working group’s activities, the librarian was then asked to be a member of the course development group for the introductory veterinary science course. As a member of the development group, the librarian has played a key role in developing course objectives and instructional material on the topics of evidence-based veterinary medicine and information literacy. The course will be the first one that DVM students take in the fall of 2018 and will help set the tone of their education over the next four years.
Identifying the Role of the Medical Librarian in Clinical Competency Entrustment
Iris Kovar-Gough, Liaison Librarian to the College of Human Medicine
Michigan State University
Objectives: The AAHSL Task Force on Competency- based Medical Education will present the conclusions from their survey of medical schools and the work of librarians involved in teaching the Core Entrustable Professional Activities (EPAs) in the curriculum.
Methods: In May 2014, the Association of American Medical Colleges (AAMC) published the Core EPAs for Entering Residency, a 5-year pilot program to assess medical students based on competencies. In the spring of 2016, AAHSL formed a task force to evaluate how the new Core EPAs could affect the engagement of librarians in medical school curriculum development, teaching, and assessment. The task force charge included identifying libraries participating in Core EPA activities and developing a methodology to characterize the nature of their participation. A survey was developed in Qualtrics and sent to medical schools via the AAHSL listserv in fall of 2016. Results were analyzed using SPSS and with the expertise of a statistician.
Results: Generally, librarians are involved in teaching and assessment of EPA 7 (forming a clinical question and retrieving evidence), and to a lesser degree in EPAs 9 (interprofessional collaboration) and 6 (oral presentations), but overall involvement and awareness of EPA domains remains low. Participation varied greatly and libraries are assessing these skills to a lesser extent than teaching them.
Conclusions: Trends identified in the data can help medical librarians plan how they could use EPAs, specifically EPA 7, to identify areas for librarians to strategically impact medical school curricula. As EPAs become a standard set of competencies for all medical schools, beyond the 10 pilot schools and early adopters, they can be a powerful tool to increase information literacy activities in a curriculum and lead to more teaching and assessment by librarians. Variability in responses notwithstanding, the data from the survey demonstrates that librarians are interested in how EPAs will change their role in medical education.
Midpoint Findings from a Longitudinal Information Needs Evaluation of Undergraduate Nursing Students
Kate Saylor, Informationist
Emily Ginier, Informationist
University of Michigan Taubman Health Sciences Library
To improve our integration in the School of Nursing undergraduate curriculum, we are studying a cohort of students in the traditional Bachelor of Science in Nursing program. We are using the data collected to identify gaps in information needs, inform our instruction, improve selection/development of learning tools and resources, and identify the best time for library interventions and communication.
Data will be collected for our longitudinal evaluation over 4.5 years (2015-2019). Each year, we have distributed a survey, facilitated a focus group, and hosted individual interviews that captured participants' search intentions and behaviors. The same series of data collection methods will be followed for the next two years. Individual follow-up interviews will be conducted with participants 6 months post-graduation.
We analyzed qualitative survey data using a coding frame developed in the first year of the study. Transcribed focus group feedback was used to identify common themes related to information needs and perceptions of the library. We created an affinity diagram to analyze the complex data from the recorded interview sessions. Three team members transcribed participants’ actions and responses, which were organized using a SWOT framework (Strengths, Weaknesses, Opportunities, Threat), and then clustered by themes.
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