Browsing by Subject "Library"

Now showing 1 - 10 of 11
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    Defining a project proposal to enhance the Medical Library Association’s annual meeting through Session-level assessment: The exploration of the 2017-2018 Rising Star cohort
    (Hypothesis: Journal of the Research Section of MLA, 2018) Theis-Mahon, Nicole; Menard, Laura M.; Schmillen, Hanna; Stark, Rachel
    Objectives: Associations and organizations rely on feedback from membership to assess conferences, programs, and meetings. The Medical Library Association (MLA) utilizes post-conference assessment to get an overall evaluation of the meeting. While this informs future meeting planning, it does not provide targeted assessment data about the perceived quality and relevance of sessions, papers, or posters. Incorporating session-level, just-in-time feedback would further engage meeting attendees and ensure relevance of the meeting to the membership. Methods: The 2017-2018 MLA Rising Star cohort investigated the interest in and use of session level, just-in-time feedback at conferences of seven peer associations. A five-question survey to gauge MLA member interest in session-level feedback was distributed in February 2018. The survey was only available to current MLA members and advertised on the MLA blog, distributed to Section and SIG, state, and select MLA Chapter lists. Live polling was also conducted at the May 22, 2018, MLA Rising Star project proposal presentation. Results: The cohort received responses from five peer associations and only three are using some form of session-level, just-in-time assessment at their conferences. The February 2018 MLA membership survey yielded 157 responses. 94% of respondents (n=147) had attended a MLA meeting and 72% of respondents agreed that they would find session-level assessment valuable. Respondents indicated that they would be interested in receiving feedback from attendees about the application of their session’s content, whether attendees learned something new, and if their session met expectations. Of attendees at this May 22, 2018, project proposal presentation, 97% agreed that they would value the opportunity to provide session-level, and 91% indicated that as a presenter would find attendee feedback useful. Conclusion: The investigation by the 2017-2018 MLA Rising Star Cohort indicated an interest in session-level, just-in-time feedback for MLA’s annual meetings.
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    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.
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    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
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    Integrating evidence-based medicine skills into a medical school curriculum: a quantitative outcomes assessment
    (BMJ Evidence Based Medicine, 2020-10-22) Menard, Laura M.; Blevins, Amy E.; Trujillo, Dan; Lazarus, Kenneth
    Objectives: This research project aims to determine the potential differential impact of two curricular approaches to teaching evidence-based medicine (EBM) on student performance on an EBM assignment administered during the first year of clerkship. A meaningful result would be any statistically significant difference in scores on the assignment given to measure student performance. Design: In order to assess and compare student learning under the different curricula, the PI and a team of five faculty members blinded to assignment date and other possibly identifying details used a modified version of the previously validated Fresno rubric to retrospectively grade three years’ worth of EBM assignments given to students in clerkship rotations 1-3 (n = 481) during the Internal Medicine clerkship. Specifically, EBM performance in three separate student cohorts were examined. Setting: The study took place at a large Midwestern medical school with nine campuses across the state of Indiana. Participants: Study participants were four hundred eighty-one students who attended the medical school and completed the Internal Medicine clerkship between 2017-2019. Interventions: Prior to the inception of this study, our institution had been teaching EBM within a discrete 2-month time period during medical students’ first year. During a large-scale curricular overhaul, the approach to teaching EBM was changed to a more scaffolded, integrated approach with sessions being taught over the course of two years. In this study, we assess the differential impact of these two approaches to teaching EBM in the first two years of medical school. Main Outcome Measures: We used clerkship-level EBM assignment grades to determine whether there was a difference in performance between those students who experienced the old versus the new instructional model. Clerkship EBM assignments given to the students used identical questions each year in order to have a valid basis for comparison. Additionally, we analyzed average student grades across the school on the EBM portion of Step 1. Results: Four hundred and eighty-one assignments were graded. Mean scores were compared for individual questions and cumulative scores using a one-way Welch ANOVA test. Overall, students performed .99 of a point better on the assignment from Year One (Y1), prior to EBM curriculum integration, to Year Three (Y3), subsequent to EBM integration (p= <.001). Statistically significant improvement was seen on questions measuring students’ ability to formulate a clinical question and critically appraise medical evidence. Additionally, on USMLE Step 1, we found that student scores on the EBM portion of the exam improved from Y1 to Y3. Conclusions: Results of this study suggest that taking a scaffolded, curriculum-integrated approach to EBM instruction during the pre-clinical years increases, or at the very least does not lessen, student retention of and ability to apply EBM concepts to patient care. Although it is difficult to fully attribute students’ retention and application of EBM concepts to the adoption of a curricular model focused on scaffolding and integration, the results of this study show that there are value-added educational effects to teaching EBM in this new format. Overall, this study provides a foundation for new research and practice seeking to improve EBM instruction. Trial Registration: IRB approval (Protocol #1907054875) was obtained for this study.
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    It’s Not the Upside Down: Creating a Flipped Classroom Experience for Critical Appraisal
    (2019-10-06) Menard, Laura M.; Blevins, Amy E.
    OBJECTIVE: Critically appraising medical literature is a skill that every medical student needs, however, finding experienced instructors and time in the curriculum can be challenging – especially with multiple campuses. An assistant director worked with an associate director to design a flipped classroom model for teaching critical appraisal skills to medical students. In addition, the assistant director designed an in-house training program and facilitator guides to ensure that librarians had the skills to deliver the sessions to campuses around the state. METHODS: Using Kaltura, the assistant director designed and recorded short video tutorials with embedded formative assessments for prognosis, harm, and diagnosis. Librarians attended a “teach through” where they were introduced to the material. Students completed the video tutorials and a summative quiz within a course management system ahead of a facilitated small group session. The summative quiz included questions to assess satisfaction and comprehension. All librarians reviewed the summative quiz data to customize the sessions. RESULTS: Summative quiz feedback was positive. The data provided by the embedded formative assessments showed that students were able to answer questions based on the information provided in the tutorials. In addition, anecdotal evidence from the course director shows that students were satisfied with the new modality. Librarians used both the summative and formative quiz results to tailor the sessions to individual campus needs. This also allowed for scaffolding and reinforcement of instruction across the three sessions. CONCLUSIONS: The flipped classroom model allowed librarians to maximize critical appraisal instruction while minimizing face-to-face classroom time. In addition, librarians felt comfortable serving as facilitators rather than lecturers for material that librarians had not previously taught. We will continue to use this model since it provides the students with self-directed learning opportunities with minimal disruption to course and librarian schedules.
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    IUPUI University Library Open Access Policy 5-Year Report
    (IUPUI University Library, 2019-10-22) Center for Digital Scholarship
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    Library Learning Analytics: Addressing the Relationship between Professional, Research, and Publication Ethics
    (John Hopkins, 2021) Jones, Kyle M. L.; Library and Information Science, School of Informatics and Computing
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    Tracking COVID Compliance in a Medical Library: An Observational Study
    (2021-05-26) Menard, Laura M.
    Objectives: Research question: Given a strict, campus-wide mask and social distancing mandate to slow the spread of COVID-19, at what rate is adherence observed in patrons of a large medical library? Methods: At a large medical school in the Midwest, a mask ordinance was implemented to slow the spread of COVID-19 when campus was re-opened in the summer of 2020. All students, faculty, and staff were required to sign a commitment form affirming that they would wear a mask while on campus. By the fall of 2020, many in the community were beginning to experience "pandemic fatigue," which was reflected in the rising number of cases in the state and region. Curious about whether the patrons of the library continued to adhere to the mask mandate when out of sight of the main desk and any enforcement mechanisms, we instituted a compliance check to be performed by a staff member every other hour. Staff observed users of the library, tracking total number of patrons with and without masks. Results: During the observation period of October 2020-March 2021, rates of mask mandate compliance in the library averaged between 87%-100%. While 87% is a relatively low rate of compliance, most of these cases were noted while patrons were sitting at individual, isolated desks. Staff in the library conjecture that this may have been due to misunderstanding on the part of the patrons about when masks were required to be worn. Staff did not a few instances of refusal when patrons were asked to don masks, which were addressed at a higher level of authority. Conclusions: Even with a strong mask mandate and clear guidance from the school, COVID-19 precaution compliance was not perfect. Going forward, library faculty and staff will continue to work with student groups and medical school administration to ensure that our patrons adhere to best practices for protecting the health and safety of the campus community.