IU Indianapolis ScholarWorks :: Browsing by Author "Stumpff, Julia C."

Browsing by Author "Stumpff, Julia C."

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Connecting with GME: Building on previous efforts, structuring outreach, and increasing engagement with Graduate Medical Education
(2022-05-05) Stumpff, Julia C.
Background: After intermittent outreach to Graduate Medical Education (GME) residents, fellows, and faculty, a medical school library assigned one librarian to be the liaison to GME. After designating a GME liaison, engagement with GME students and departments improved with increased numbers of orientations. Further outreach approaches were diversified and designed to meet the needs of students, staff and faculty. An MLA 2020 poster highlighted the lack of literature about GME liaison librarians and their experiences. This paper provides a variety of ideas for librarians who want to connect with GME stakeholders in a medical school. Description: Previous outreach to the GME consisted of tabling during general new resident orientations, email offers for library orientations sent to resident coordinators, and regular search consultations provided to two departments' residents who lead journal clubs. To increase contact, the liaison librarian expanded previous efforts by designing a robust multipronged outreach approach, including: scheduling earlier communication to GME departments, providing updated lists of contacts to departmental liaisons, collecting and sharing GME news and information with other liaisons, reaching out to newly-established residencies across the state, working with colleagues to develop a scholarly publishing research guide, establishing a regular class with Family Medicine residents, and implementing assessment of resident library orientations. When GME general orientations were held online during the pandemic, a Zoom room was created and an interactive handout was developed. Interaction was incentivized with "swag bags" sent through campus mail. Conclusions: In 2018, seven sessions with new residents were provided after twenty-seven emails to 27 GME departments were sent in June. After tracking email timing 2018-2020, the GME liaison determined that communication sent March-April before residents arrive in June received the most responses from resident coordinators. In 2021, GME departmental information and tracking sheets were reorganized to better match liaison departmental areas. Forty GME departments were contacted via 48 individualized emails (including follow-up emails to non-responders), and 16 library orientations were scheduled for new residents and fellows. During the pandemic, more than thirty-seven residents and fellows attended the library's general orientation Zoom room in 2020. Twenty-nine residents and fellows interacted with the library's ORCiD handout in 2021. Additional GME initiatives since 2019 include: a Scholarly Publishing Research Guide, a Family Medicine Scholarship Rotation instruction, and GME Scholarship tracking projects.
Decision fatigue in hospital medicine: A scoping review
(The Society for Hospital Medicine, 2024-04) Jones, Sarah; Perry, Kelsey; Stumpff, Julia C.; Kruer, Rachel; Czosnowski, Lauren; Kara, Areeba
BACKGROUND: Decision fatigue describes the erosion of decision-making capacity as a consequence of the repeated acts of decision making. The phenomenon has been detected in ambulatory settings with higher rates of inappropriate antimicrobial and opiate prescribing and lower rates of cancer screening associated with appointments that occur later in the day. As hospital medicine is acknowledged to be a cognitively intense specialty, we decided to explore decision fatigue in hospital medicine. METHODS: As a relatively unexplored concept, we undertook a scoping review to understand what is known about decision fatigue in hospital medicine. All studies including healthcare workers in acute care settings and exploring the concepts of decision fatigue, cognitive burden and/or fatigue were included. Conceptually related studies of sleep deprivation, shift work, Circadian disruption, and excessive workloads with actual or theoretical paths of causality related to patient outcomes were also included. RESULTS: Our preliminary search revealed fifteen studies that met our inclusion criteria. No study specifically included hospitalists. Most studies described the concept among nurses, residents, and/or emergency department physicians. The outcomes studied were diverse and included self reported perceptions (e.g. perceived impact on patient care) and validated scales to measure fatigue and psychomotor performance. Fewer studies investigated clinical decisions such as the use of consultations, imaging and disposition decisions through the emergency department. Mitigating circumstances such as age, experience, responsibilities outside the hospital (e.g. having children) were infrequently described. CONCLUSIONS: While hospital medicine's fast pace, multitasking, fragmentation between clinicians and interruptions make it susceptible to decision fatigue, the concept remains under-explored in hospital medicine. The lack of consistent terminology complicates the evaluation of a phenomenon which ultimately is the culmination of individual, patient, work system and work environment factors. There is a need to detect and defuse the impact of decision fatigue in hospital medicine.
Doing Better with LibGuides in 2019: Creating a Departmental LibGuide Template for an Evolving Library
(2019-10-06) Stumpff, Julia C.; Lilly, Jason A.
Objective: In the spring of 2018, a campuswide LibGuides Task Force initiated a peer-review process with the goal that all guides would be updated and reviewed by the summer of 2019. However, many of the Ruth Lilly Medical Library librarians who created departmental LibGuides no longer work at the library. As responsibilities were re-assigned, librarians who inherited responsibility for guides were overwhelmed by the task of updating them without guidance from the creators. To address this issue and to come into compliance with institutional standards, a Departmental LibGuide template was created. Methods: Two librarians researched library-wide institutional guidance for LibGuides, best practices for LibGuides and writing on the web, in general, and other Health Sciences departmental Libguides. Further, they analyzed existing departmental Libguides to determine most-used page headings. Based on this research and analysis, the librarians created a departmental LibGuide template. This was presented to librarians, and changes were made in response to feedback received. Results: Since initial implementation, the template has been tweaked in response to Departmental feedback and additional input from librarians. It is anticipated that once all Guides are updated, future Libguide updates will not be as cumbersome for librarians. Conclusions: It is hoped that using a simple LibGuide template will make it easier for librarians to maintain Departmental LibGuides. In the future, we plan to streamline the process further by creating an asset list of ebooks to be maintained by the library’s Content Management department and to conduct usability research on the departmental LibGuides.
Doing better with library classes in 2019: Streamlining scheduling, marketing, and data gathering
(2019-10-06) Stumpff, Julia C.; Craven, Hannah J.
Objective: Librarians were hesitant to offer recurring classes because attendance was historically low. The scheduling system was cumbersome, and there was no consistent assessment of attendance, class content, or teaching quality. To improve this situation, the library adopted LibCal, marketed classes, and standardized assessment during the spring 2019 semester. The library is now has baseline data to make future evidence-based decisions about scheduled classes. Methods: After surveying current practices and discovering the campus had access to LibCal, two librarians and a staff member quickly trained themselves on and then employed LibCal. LibCal features adopted were: course templates, registration, email reminders, post-test emails with links to assessments, and attendance tracking. The librarians and staff successfully integrated into the marketing team in order to promote the classes across campuses. Results: With the new system in place, the number of classes offered doubled. This led to three times the number of attendees overall. The average class size increased by one. By providing a hard copy of our assessment survey complimented by an automated email with the online version, the survey response rate was 84%. Class attrition rate was 36%. Conclusions: Separating the registration and attendance data by month, day, and hour will inform future classes scheduling. Class content and teaching assessment will be analyzed and shared with the class instructors to improve course delivery. In the future, assessment will ask about participants’ locations to determine if distance learners are reached at other campuses across the state. Marketing efforts will continue to evolve.
Enhancing resident scholarship with a library partnership.
(2022-04-28) Stumpff, Julia C.; Delbridge, Emilee J.; Vetter, Cecelia J.
Introduction: The ACGME requires that residents understand and participate in scholarly activities in order to meet graduation requirements. Although library support had historically been available to residents, there was no evidence that this resource was utilized in the past. The Family Medicine residency utilizes the library partnership in order to educate residents about the most effective methods to search for relevant literature and provide residents with an overview of pertinent library resources, including how to access full-text articles. A couple of years ago, the presenters developed a curriculum to provide residents with education on library resources, so that residents could effectively complete their scholarly activities by utilizing evidence-based literature. Study Objective: The study objective was to gather data from residents who have received education on IUSM library resources in order to describe what residents learned and what they identify are future educational needs. Methods: During 2 academic years, 23 second-year residents attended a one-hour library instruction session while on their scholarship rotation. Thirteen residents attended a session during October – February of the first academic year, and 10 residents attended a session during August – November of the second academic year. The goals for the session were that residents would: learn the basics of searching for literature on a topic, become familiar with library resources, and begin searching for literature related to their individual scholarly projects. This cross-sectional study used an 8-question survey given to all second and third-year residents at the end of the second year that the library instruction sessions were implemented. Results: Thirteen of the 23 residents responded to the survey (57%). Five of the respondents (38%) were second-year residents, and 8 of the respondents (62%) were third-year residents. All 13 residents responded that they learned about library resources during the session, and 11 residents said they learned the basics of searching for literature on a topic. Eight residents responded that they learned how to get access to full-text articles. Seven residents also responded that having a second session after the project is further along would be useful to them, and 6 residents responded that citation information would be useful for the librarians to cover. Conclusions: Results of the cross-sectional survey indicated that the goal of increasing residents' knowledge about library resources was met. As a result of the library instruction, residents used what they learned when searching for articles and when accessing the full-text of articles. Feedback from the survey suggested that an additional session and more instruction on citation information would be helpful. Future scholarship sessions will be modified to include an introduction to citation management software, and an additional session will be scheduled during the third core to focus more in-depth on citation management software, keyword searching, and any other questions residents may have. Pre-& post-tests to evaluate residents' change in confidence when literature searching and managing citations during their scholarly project will be implemented.
Exploring the publishing patterns and journal use of Graduate Medical Education (GME) residents in a large medical school
(Midwest Chapter of the Medical Library Association, 2023-10-13) Ralston, Rick K.; Stumpff, Julia C.; Ramirez, Mirian
OBJECTIVE: Graduate Medical Education residents are often encouraged or required to publish their scholarship, and librarians are asked for assistance during that process. We investigated the publication patterns of residents and the journals they cite in their publications. This knowledge will help librarians better instruct residents and inform collection development efforts that support resident publishing. METHODS: Residents who completed their training between July 1, 2018, and June 30, 2019, were searched in Scopus. Included in this analysis were case studies/series, original research, or review articles authored by residents affiliated with our institution and published from one year after the trainee start date to 18 months after the trainee termination date. The analysis included journals in which residents published, number of publications, number of residents publishing, number of citations per publication, distribution of publishing among programs, journals cited within publications, months from start date to first publication, and subject area impact of journals in which residents published. RESULTS: Of 266 residents analyzed, 34% published at least one article. The 291 articles included in the study appeared in 188 different journals. The surgery department had the most publications and citations. Urology and Otolaryngology tied for most publications per resident with 8.33. Otolaryngology had the most citations per resident with 110.7. The top 20 journals cited in resident publications were cited 50 times or more. The median time to publication of residents' first article was 38.6 months. 48% of journals in which residents published ranked in the top 50% of their category by JIF. CONCLUSIONS: GME residents publish in a wide variety of journals, and almost half of residents' articles are published in high-impact journals (Q1 & Q2) in their subject area. A majority of residents published between 2-4 years after their start date. Libraries might provide guidance about publishing original research to support their scholarly publishing. Further, libraries can evaluate if their collections meet their residents’ research needs by examining journals cited in residents’ publications.
Exploring the publishing patterns and journal use of Graduate Medical Education (GME) residents in a large medical school.
(2023-05-19) Stumpff, Julia C.; Ramirez, Mirian; Ralston, Rick K.
OBJECTIVE: Graduate Medical Education (GME) residents are required to meet ACGME-mandated scholarship requirements.(1) Often those residents are encouraged to publish the resulting scholarship, and librarians are asked for assistance during that process. We will investigate two things: the publication patterns of residents and the journals they cite in their publications. By examining publication patterns, we will learn which types of articles residents typically author, in which departments trainees publish, etc. This knowledge will help librarians better target guidance provided to residents. Likewise, the analysis of the cited journals will inform collection development efforts that support resident publishing. METHODS: This is a descriptive ‘baseline’ exploratory study. 266 residents who completed their training between July 1, 2018, and June 30, 2019, were searched in Scopus. Included in this analysis are case study/case series, original research, or review articles authored by residents and with our institution listed by any author. Articles were limited to publication dates that were one year after the trainee start date and 18 months after the trainee termination date. Excluded were published curriculum, editorials, conference papers, and conference posters. Articles were coded separately by two different authors (case study/case series, original research, or review articles). When there were disagreements, a third author made the final decision. The analysis included journals in which GME residents published, number of publications, number of residents publishing, number of publications cited, distribution of publishing among programs, and journals cited within publications. RESULTS: Out of the residents matriculating 2018-19, 34% published at least one article, and they published in 188 different journals. 291 total articles were published by residents, and of those articles, the majority, 60%, were original research. 41% of first authors were GME residents. Of resident program areas, Surgery had the highest number of publications and citations. When analyzing publications per resident, Urology and Otolaryngology tied for first with 8.33. Otolaryngology had the most citations per resident with 110.7. There were 8073 cited references in 2288 journals. The top 20 journals were cited more than 50 times. CONCLUSIONS: GME residents publish in a wide variety of journals. Libraries might provide guidance about publishing original research to support their scholarly publishing. Further, libraries can evaluate if their collections meet their residents’ research needs by examining journals cited in residents’ publications. The limitations of this study are that the analysis included one institution and one year of matriculating residents. Also, inter-program comparisons did not account for differing time-in-residency. Next steps are to analyze the inter-program data by time-in-residency, use the Chi-Squared test to look for relationships, and analyze journal data by program area. Eventually, other GME trainees’ publications will be analyzed. The analysis will then expand to trainees from multiple years for a more complete picture of GME trainee publishing. 1. Accreditation Council on Graduate Medical Education. ACGME Common Program Requirements (Residency). July 1, 2022. https://www.acgme.org/globalassets/pfassets/programrequirements/cprresidency_2022v3.pdf
From Search Request to Publication: Creating a Workflow to Highlight the Efforts of a Systematic Searching Service
(2024-06-25) Vetter, Cecelia J.; Craven, Hannah J.; Stumpff, Julia C.
Three librarians at the Ruth Lilly Medical Library (RLML) identified areas for improvement in a high-demand systematic searching service. The service lacked a way to track in-process searches, had a decentralized process for assigning projects, and did not capture individual workloads or the library’s search request backlog. After consulting with staff from other libraries, the librarians at RLML collaborated to develop a new workflow using a tool available through the university's Microsoft subscription. They created internal procedures to accompany the tool, conducted internal beta testing, and customized the tool to suit the needs of the service. To introduce the new workflow, the librarians engaged departmental stakeholders to show how the system could help quantify the effort of the evidence synthesis service and facilitate a more equitable distribution of workloads. They also conducted hands-on training sessions for librarians. The new workflow established a centralized waitlist for search requests used by all librarians and began tracking the stages and timing of systematic search projects. To ensure ongoing utilization of the new workflow, the library incorporated a standing agenda item in bi-monthly meetings to review the status of waitlisted search requests and encourage librarians to update project information. With the successful implementation of the new workflow, the library now effectively tracks in-progress evidence synthesis projects, manages a centralized systematic search request waitlist, and better highlights the efforts of the systematic searching service.
Get Credit for Your Searches: Our Experience Using searchRxiv
(2024-06-24) Hinrichs, Rachel J.; Craven, Hannah J.; Stumpff, Julia C.
Librarians build detailed search strategies for evidence syntheses enabling the comprehensive retrieval of studies while taking care that no relevant studies are missed. However, this work may be wasted or lost if the review does not reach publication or if the search strategies are not included with the publication. Further, search strategies that are stored in article appendices may not be preserved in the long-term. To address these problems, in 2022 we started depositing search strategies that we developed for evidence syntheses to a new repository called searchRxiv (pronounced “search archive”). SeachRxiv is an open repository established by CABI Digital Library to support information professionals in reporting, sharing, re-using and preserving their search strategies. In this presentation, we will share our experience with searchRxiv, including the advantages and challenges of sharing search strategies as individual research products separate from reviews. For each challenge, we will share our lessons learned and solutions developed, including a template for uploading multiple searches at a time and an approach to adding search strategies to CVs and digital scholarly profiles. We will also share pros and cons to using searchRxiv as opposed to an institutional repository. Despite challenges we have encountered, since 2022 we have been able to openly share 59 search strategies from 13 evidence syntheses using searchRxiv. Overall, we find searchRxiv to be a scalable approach for highlighting the unique contributions of librarians to evidence syntheses beyond publications, and for enabling re-use and reproducibility of our searches.
The health care transition needs of adolescents and emerging adults with chronic pain: A narrative review
(Springer, 2023-06-26) Milder, Mary K.; Ward, Sydney; Bazier, Ashley; Stumpff, Julia C.; Tsai Owens, Michele; Williams, Amy E.
The aim of this narrative review was to provide an overview of what is known about the health care transition process in pediatric chronic pain, barriers to successful transition of care, and the roles that pediatric psychologists and other health care providers can play in the transition process. Searches were run in in Ovid, PsycINFO, Academic Search Complete, and PubMed. Eight relevant articles were identified. There are no published protocols, guidelines, or assessment measures specific to the health care transition in pediatric chronic pain. Patients report many barriers to the transition process, including difficulty attaining reliable medical information, establishing care with new providers, financial concerns, and adapting to the increased personal responsibility for their medical care. Additional research is needed to develop and test protocols to facilitate transition of care. Protocols should emphasize structured, face-to-face interactions and include high levels of coordination between pediatric and adult care teams. “This version of the article has been accepted for publication, after peer review (when applicable) but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/s10880-023-09966-0. Use of this Accepted Version is subject to the publisher’s Accepted Manuscript terms of use https://www.springernature.com/gp/open-research/policies/accepted-manuscript-terms.

Browsing by Author "Stumpff, Julia C."

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