Browsing by Author "Vetter, Cecelia J."
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Item 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.Item 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.Item Health Information for Your Patients(2023-03-24) Vetter, Cecelia J.; Pieczko, Brandon T.This workshop is targeted at healthcare providers to teach them how to find consumer health information (resources created to help the public understand health conditions). Participants will walk away with a resource list of health information freely available on the web and targeted at an audience with limited health literacy. Whether working with patients or fielding health questions from friends and family, healthcare professionals will leave this class with a list of free resources to share. Learning objectives include identify websites by local and national governments with consumer health information; locate consumer health resources in languages other than English on MedlinePlus; and locate information on genetic conditions for patients and familiesItem How Do Medical Students Approach Critical Appraisal? Results from a Mixed-Methods Study(2023-05-19) Menard, Laura M.; Blevins, Amy E.; Vetter, Cecelia J.; Trujillo, Daniel J.OBJECTIVES: Our research team wanted to find out what principles and best practices medical students use when prompted by a clerkship assignment to complete a critical appraisal of an article of their choosing. Our hypothesis was that, outside of a structured classroom environment, many students would default to more basic literature evaluation strategies or even apply proxies for methodological rigor such as journal reputation or peer review status of a study. METHODS: All first-year clerkship students at the School of Medicine are required to complete a patient-focused evidence-based medicine (EBM) assignment during their Internal Medicine clerkship. A team of three librarians and one statistician undertook a mixed-methods approach to identify and quantify themes that emerged in the text of one year's worth of these assignments (n=343). A mixed method research approach was implemented to gain a greater understanding of the EBM principles and best practices that students reference in their assignments. Within this approach a qualitative content analysis was conducted, followed by a quantitative analysis of patterns within the sample. The research team used first- and second cycle coding and a collaboratively developed code list of nine major codes to ensure accuracy and standardization. Additionally, the research team's statistician implemented an inter-rater reliability plan and examined inter-class correlations to ensure grading consistency across team members and student assignments. Once all assignments had been coded, the team used statistical analysis to find correlations between codes as well as frequency of code application within the sample in order to identify five major critical appraisal themes which emerged in the students' assignments. RESULTS: After a rigorous coding process, several codes and related themes emerged. The research team identified nine main codes and five major themes. These themes are as follows: Theme 1: Comparing the study population to the patient being treated and recommending a course of action Theme 2: Identifying study type and position in hierarchy of evidence Theme 3: Identifying proxies for study quality, including provenance and timeliness of chosen study Theme 4: Summarizing study methodology and results Theme 5: Attempting a critical appraisal of chosen study Additionally, we identified correlations between themes as well as frequency of application in the sample. CONCLUSIONS: A few notable results from our analysis of this sample are the frequency with which students were able to summarize the results of their chosen study and apply what they had learned to patient care (54.5% and 46.9% of all assignments, respectively). However, a notable number of students (35.2%) incorrectly used journal reputation, peer review status, h-index, impact factor, or similar metric, as a proxy for critical appraisal without engaging with the study methodology. This indicates that there is a need for further education and engagement with clerkship directors regarding the utility and application of EBM skills in the clinical curriculum.Item Integration in a residency scholarship curriculum: Successes and challenges in a family medicine program(Medical Library Association, 2024-05-20) Stumpff, Julia C.; Vetter, Cecelia J.; Delbridge, Emilee J.In early 2020, a Family Medicine (FM) faculty member reached out to request library instruction for second-year residents (PGY2) working on scholarly projects. Tailored library sessions were integrated into the second-year residency curriculum. Two years after implementing this program, 23 residents were surveyed to understand what residents learned and what training they still needed to assist them with their scholarly projects. Librarians and the FM faculty member then added citation management content to the curriculum. A research study to measure the impact of the library interventions on resident’s library research skills was piloted. Pre-test data showed that the FM residents lacked knowledge in locating library resources and were not comfortable with citation management tools. Post-test data showed that most residents were clearer about where to search for sources for their research, were more comfortable using citation managers, and better understood how to use Boolean terms.Item Interventions to support medical trainee well-being when dealing with patient death: a scoping review protocol(BMJ, 2023-06-08) Ibrahim, Halah; Vetter, Cecelia J.; West, Kelsey; Alsoud, Leen Oyoun; Sorrell, Sara; Ruth Lilly Medical Library, School of MedicineIntroduction: Existing literature demonstrates that medical students and residents experience complex emotions and substantial grief after patient deaths. Over time, this can lead to burnout and depression and adversely impact patient care. In response, medical schools and training programmes worldwide have developed and implemented interventions to help medical trainees to better cope with patient deaths. This manuscript provides a scoping review protocol that aims to systematically identify and document the published research reporting on the implementation or delivery of interventions to support medical students and residents/fellows in dealing with patient death. Methods and analysis: A scoping review will be conducted following the Arksey-O'Malley five-stage scoping review method and the Scoping Review Methods Manual by the Joanna Briggs Institute. English language interventional studies published through 21 February 2023, will be identified in the following databases: MEDLINE, Scopus, Embase, Psych Info, Cochrane Database of Systematic Reviews, CINAHL and ERIC. Two reviewers will screen titles and abstracts and then independently screen full-text articles for inclusion. Two reviewers will assess the methodological quality of included studies using the Medical Education Research Study Quality Instrument. After extraction, data will be narratively synthesised. Experts in the field will be consulted to ensure the feasibility and relevance of the findings. Ethics and dissemination: Ethical approval is not required as all data will be collected from published literature. The study will be disseminated through publication in peer-reviewed journals and presentation at local and international conferences.Item Medical Student Responses in Critical Appraisal: A Qualitative Analysis(2022-05-06) Vetter, Cecelia J.; Menard, Laura M.; Blevins, Amy E.; Trujillo, Daniel J.Title: Medical Student Responses in Critical Appraisal: A Qualitative Analysis Objectives: To identify themes in medical student critical appraisal skills when asked to complete an evidence-based medicine (EBM) assignment. Researchers will analyze identified themes to find common approaches used by medical students when critically appraising a research article. Methods: Our team (three medical librarians and a statistician) will conduct a qualitative analysis of first year clerkship (third year of medical school) students’ responses to an EBM assignment wherein students are asked to critically appraise a research article and apply it to patient care. Previously, we noted that many students use factors such as journal reputation or impact factor as proxies for critically appraising study methodology and results. The librarian team is conducting a qualitative analysis of textual responses by gathering one years’ worth of quiz responses. Each team member is individually reviewing each response for general themes. After this open coding is completed, librarian team members will collaboratively develop a code list. Each team member will then code each assignment individually. Statistics will be run for inter-rater reliability and discrepancies will be resolved by librarian group consensus. Results: The team will present main and secondary themes. Commentary and examples will be provided by the librarian team on trends seen in medical student critical appraisal. Conclusions: This project is ongoing. However, we anticipate that our results will inform EBM instruction by identifying common themes in medical trainees' early attempts to apply critical appraisal skills to a clinical scenario.Item Pituitary Adenoma and Social Determinants of Health: Tracing PAths to Better Outcomes(2024-09-28) Virtanen , Piiamaria S.; Obeng-Gyasi, Barnabas; Brown, Ethan D. L.; Colter, Austyn; Koenig, Jenna; Burket, Noah; Szilagyi, Halie; Williams, Greer; Halalmeh, Dia; Wang, Hannah S.; Tinkham, Shawn A.; Vetter, Cecelia J.; Richardson, Angela M.Item Supporting the GME scholarship requirement: A pilot study of two library interventions(2023-04-28) Stumpff, Julia C.; Vetter, Cecelia J.; Delbridge, Emilee J.Introduction ACGME continues to require Family Medicine (FM) residents to complete two Scholarly Projects.1 To increase residents’ library skills in searching for and identifying high-quality literature, a pilot study was created to determine the training needs of FM residents and the effectiveness of the targeted training. In the first year, residents were provided with training on efficiently locating targeted and relevant articles and were introduced to the myriad of library resources available. Based on feedback from the 2021-2022 intervention, librarian liaisons developed an asynchronous educational intervention focused on citation management software (e.g., EndNote, Mendeley). The intervention addressed EndNote skills and the utility of using EndNote to create a library of citations and to easily cite that literature in their scholarly presentations. This pilot study assessed differences in residents' knowledge, usage of resources, and confidence before and after library interventions. [Fig. 1] Hypothesis Family Medicine residents' knowledge and utilization of library resources and citation management tools will increase after the library interventions. Methods To capture Family Medicine (FM) residents' knowledge and confidence about their scholarship projects, library liaisons created a pretest and a posttest, each with nine questions. Both tests were based on the Research Readiness-Focused Assessment Instrument developed by Rui Wang and outlined in the article “Assessment for One-Shot Library Instruction: A Conceptual Approach”2 Wang’s single-session assessment instrument was adapted to fit the multiple-session library intervention and questions specifically about citation management were added. Pre and posttests asked residents about their comfort using a citation manager and their level of confidence in completing the scholarship project. It also assessed database searching skills. Residents completed the pretest at the beginning of the first library intervention and the posttest directly after the second library intervention. The first library intervention was in-person in a library classroom where database searching skills were taught, and library resources were highlighted. The second library intervention was a 15-minute video about citation management and how to use EndNote software. QR codes were included in both library interventions which allowed residents to access the pretest and posttest on their phone. Data was collected and analyzed. Results Ten of 13 Family Medicine residents completed the pretest in 2022 before attending the first library session. Eleven of 12 remaining Family Medicine residents completed the posttest in 2023 after watching a 15-minute video on citation management tools and on EndNote, specifically. Pretest data confirmed: *residents lack knowledge in locating library resources. [Fig. 2] *residents are not comfortable with citation management tools. *some residents understood how to use Boolean terms to narrow and expand search results in PubMed. [Fig. 3] Posttest data showed: *residents were clearer about where to search for sources for their research. [Fig 2] *all residents understood how to use Boolean terms to narrow and expand search results in PubMed. [Fig. 3] *residents were more comfortable using citation managers. [Fig. 4] *residents identified more precise and suitable resources for scholarly research (ex. PubMed mentioned by 3 residents in the pretest and mentioned by 7 residents in the posttest) [Table 1] Conclusions These educational interventions provided residents with tools to meet the ACGME scholarship requirements. The majority of PGY-2 residents found the addition of a citation management session to provide useful information. Next Steps Seek IRB approval to conduct further research on this topic. Modify pre and posttests to only measure library resource knowledge and skills. Adjust timing of the 2nd library intervention to better fit into residents’ schedules. References Accreditation Council on Graduate Medical Education. ACGME Program Requirements for Graduate Medical Education in Family Medicine. June 12, 2022. Wang R. Assessment for one-shot library instruction: A conceptual approach. portal: Libraries and the Academy. 2016;16(3):619-48.Item Traumatic brain injury and Alzheimer’s Disease biomarkers: A systematic review of findings from amyloid and tau positron emission tomography (PET)(medRxiv, 2023-12-01) Dybing, Kaitlyn M.; Vetter, Cecelia J.; Dempsey, Desarae A.; Chaudhuri, Soumilee; Saykin, Andrew J.; Risacher, Shannon L.; Radiology and Imaging Sciences, School of MedicineTraumatic brain injury (TBI) has been discussed as a risk factor for Alzheimer's disease (AD) due to its association with dementia risk and earlier cognitive symptom onset. However, the mechanisms behind this relationship are unclear. Some studies have suggested TBI may increase pathological protein deposition in an AD-like pattern; others have failed to find such associations. This review covers literature that uses positron emission tomography (PET) of amyloid-β and/or tau to examine subjects with history of TBI who are at risk for AD due to advanced age. A comprehensive literature search was conducted on January 9, 2023, and 24 resulting citations met inclusion criteria. Common methodological concerns included small samples, limited clinical detail about subjects' TBI, recall bias due to reliance on self-reported TBI, and an inability to establish causation. For both amyloid and tau, results were widespread but inconsistent. The regions which showed the most compelling evidence for increased amyloid deposition were the cingulate gyrus, cuneus/precuneus, and parietal lobe. Evidence for increased tau was strongest in the medial temporal lobe, entorhinal cortex, precuneus, and frontal, temporal, parietal, and occipital lobes. However, conflicting findings across most regions of interest in both amyloid- and tau-PET studies indicate the critical need for future work in expanded samples and with greater clinical detail to offer a clearer picture of the relationship between TBI and protein deposition in older subjects at risk for AD.