LT=Lightning
Talk
LT1. Embedded Medical
Research
Librarianship in Academia: A Case Study
Amanda Wanner
University of Plymouth
Introduction: Embedded librarianship has
been much discussed in the literature, but few institutions
have the resources
in place to implement such a role. This abstract describes
the creation of an
embedded medical research librarian role aimed at moving
traditional library
services from a support role to a researcher-in-situ role.
This full-time
position is grant-funded, and not affiliated with the
university's library
services. Description:
The librarian
is co-located within the Community and Primary Care Research
Group department
at the University of Plymouth and contributes to department
projects from
conception to dissemination as a full research team member.
Part of the
librarian's time is also allocated to systematic review
support across the
university in one-to-one consultations and workshops. Outcomes: Researchers have expressed
appreciation for the new
embedded role. In particular, researchers cite the ability
to get quick,
in-person support (e.g. EndNote) for issues they may not
otherwise contact the
library for, having an information specialist integrated
into evidence
synthesis project teams from the outset, access to
information specialist
skills by a wide range of staff, upskilling of existing
research staff in
information specialist skills, and availability of a
specialist librarian with
comprehensive skills in research and search methodologies
who can be a single
point of contact throughout a project's life-cycle. Discussion: Due to the overwhelming support
for the position, it
will continue to be funded into the next round of grant
funding. Other research
departments may benefit from funding similar positions.
LT2. Impact of Research Consults: Development and
Implementation of
a Survey at the W.K. Kellogg Health Sciences Library
Robin Parker, Melissa
Helwig &
Kristy Hancock
Dalhousie University
Introduction:
Individual research consults in
academic libraries are
rarely evaluated, and when they are, their impact on scholarly
pursuit or the
specific projects for which the consults were booked is not
assessed. We
developed a tool to collect feedback from individuals
supported through
research consults with librarians at the Dalhousie University
W.K. Kellogg
Health Sciences Library. Using the collected responses, we aim
to answer the
following research question: How do users apply the knowledge
and skills shared
in individual research consults? Methods:
We created a survey tool using REDCap software based on a
review of the
literature and existing consult evaluation instruments. Data
collection
variables include user demographics, characteristics of the
specific research
consult, user satisfaction, and details regarding scholarly
outcomes. Data
collection takes place directly following the research
consult, and longer-term
outcomes are assessed with follow-up questions after three
months.
Questionnaire data are analyzed, and summary statistics are
used to describe
the demographic characteristics and post-consult information
use of
respondents. Qualitative data from open-ended questions are
coded to identify
themes. Results/Discussion:
Preliminary results from our research consult evaluation tool
provide insight
into the impact of our research support services and
illuminate ways to improve
consult sessions for our users. The survey also offers other
libraries a tool
they can use or adjust to measure impact in their local
setting. Furthermore,
the initial results of our study can be used to justify
librarian time and
effort dedicated to providing research consults at academic
libraries.
LT3. Translating Clinical Research to the Bedside
with the Mobile
Tool MDPhD
Janice Thompson1
&
Sanjeev Singwi2
1William Osler Health System & 2Headwaters
Health
Care Centre
Introduction:
Despite the digitization of academic
publishing,
sophisticated search engines and dedicated medical libraries,
physicians are
not reading the clinical literature. Common barriers are
information overload,
lack of time and expertise to read articles, the rising costs
of articles and
decreasing budgets of medical libraries. As a result important
clinical
research is not being translated to the bedside in a timely
and efficient
manner. Description:
The objective
of this project was to collaborate with Dr. Sanjeev Singwi who
is tackling the
barriers to keeping up with clinical literature using
Artificial Intelligence,
Big Data, and Natural Language Processing. He has developed
the mobile
application MDPhD which makes real-time summaries, called EBM
flashcards, of
clinical abstracts 24 hours after publication. Each flashcard
contains key
Evidence Based Medicine insights and are designed to be
consumed by the health
professional within minutes. Many tools organize the clinical
literature,
however no other tool automatically summarizes the clinical
literature like
MDPhD. Outcomes:
Dr. Singwi and I
have collaborated to develop
an
institutional version of MDPhD called MDPhD Teams that is
using data
visualizations, analytic tools, and collaborative tools to
help our staff at
William Osler Health System and Headwaters Health Care Centre
consume and
synthesize clinical evidence for quality initiative projects,
clinical
protocols, and meaningful changes in practice. Discussion: We will discuss our collaboration
and how our
institutions are using the app so other librarians can
seamlessly integrate
MDPhD Teams into their institutions.
LT4. It's Time for a Makeover! Remodeling our
Medicine Subject Guide
to Improve Usage and Impact
Jackie Phinney, Robin
Parker &
Melissa Helwig
Dalhousie University
The Medicine subject guide for UGME at Dalhousie
University was once
one of the most highly used guides offered, but usage has
steadily declined
over the past few years. While revising and updating our
guide, we also want to
ensure the resource is useful to—and used by—our medical
students. To this end,
we decided to look at how other universities in Canada and
abroad are
organizing their Medicine guides, what content they are
prioritizing, and how
they are choosing to name their navigation menu tabs. In
reviewing all these
guides and noticing a variety of differences, this led us to
ask: what is the
best way to engage our community and evolve our subject
guides, so our users
continue to identify them as a starting place for curriculum
resources and
assignment/research support? This lightning talk will describe
our makeover
process (and what we discovered along the way), who we
consulted for input, and
the impact we hope our guide will have going forward.
LT5. Teaching Ovid MEDLINE to Non-Medical
Frontline Library Staff
Helen Lee Robertson
University of Calgary
Introduction: For interdisciplinary research that bridge
health and societal
issues, i.e., in the social sciences or education, researchers
would benefit
from readily accessing the biomedical literature covered in
MEDLINE. In our
academic institution, the medical library is a branch separate
from the main
university library. Anecdotally, the main library reference
staff, including
librarians and support staff, have expressed discomfort with
using Ovid
MEDLINE. Questions transferred to our branch include basic
“how-do-I” queries,
suggesting that that is the case. Methods:
We are developing a 50-minute training session to familiarize
library staff
with MEDLINE. It will be offered through the regular “Training
Tuesday” drop-in
sessions. Librarians
and reference staff
at the medical library will provide input into the content and
pilot the
session. It will cover what MEDLINE is, what MeSH is, Advanced
Search using
MeSH and keywords, and managing results. We will present a
simple pre- and
post-test to gauge comfort levels with the database. Results: There will be at least two sessions
offered in the
upcoming winter term. Discussion: It is
hoped that following
these sessions, non-medical library staff will be more
comfortable with, and
more willing to suggest that clients search MEDLINE. This will
grow capacity in
the library staff to respond to questions and more evenly
distribute staff
workload. More importantly, it will build staff confidence,
improve quality,
provide immediacy of service to clients, and possibly make the
biomedical
literature more accessible to non-medical researchers.
LT6. Open Educational Resources in the Health
Sciences
Nicole Askin
University of Manitoba
This talk will outline how and why to incorporate
open educational
resources (OERs) in the health sciences. It will explain what
OERs are and
their importance in providing equitable access to health
information in both
the academic and clinical context, with a focus on medical
education. It will
briefly cover locating and using OERs as a tool for learning
and health
promotion, including a list of key sources.
LT7. A Little Idea Made a Big Impact: How 10 Fun
Library Trivia
Questions Generated Engagement of Health Professionals
Orvie Dingwall &
Christine Neilson
University of Manitoba
Introduction: Manitoba's Health Information and Knowledge
Network (MHIKNET)
launched in 2009 to provide library services to Manitoba
Health and rural
health professionals throughout Manitoba. To celebrate the
service's 10th
anniversary, we featured a series of events including monthly
lists of ten
feature resources, a service satisfaction survey, in-person
events, and an
online trivia quiz. The trivia was meant to be a fun activity
with an
opportunity to win a gift-card. Description:
The online trivia quiz was open from December 10-14, 2018,
utilizing the quiz
feature in the online survey tool SurveyMonkey. The link to
the survey was
emailed to clients via listserv, followed by one reminder
email. There were ten
multiple-choice questions relating to the library service.
Correct answers were
displayed at the end of the quiz. Outcomes:
There were 282 respondents to the trivia quiz. Discussion: The number of respondents to the
trivia surpassed our
expectations, particularly compared to the satisfaction survey
we conducted in
October which only had 198 respondents, despite it being open
twice as long and
more heavily promoted. Though the questions were simple, it
became apparent
that the trivia served as an education tool. For example, only
40% of
respondents could identify the correct pronunciation of
MHIKNET. Similarly,
nearly 50% were not aware that literature searches can be
conducted on any
topic and are not restricted to health care. A fun trivia quiz
is an
educational opportunity in disguise that other health
libraries should consider
incorporating.
LT8. Teach Them Before They Need it: Instilling
Research Skills in
Pre-Professional Students
Goudreau1
& Jackie
Phinney2
1University of New Brunswick Saint John & 2Dalhousie
University
Students entering professional programs such as
medicine, dentistry,
etc. can sometimes be overwhelmed by the idea of doing
research. At the
University of New Brunswick Saint John (UNBSJ), undergraduate
students can
enrol in BIPS 4000, which is a non-credit seminar course that
prepares them to enter
a professional health program after graduation. With Dalhousie
Medicine New
Brunswick (DMNB) residing on the UNBSJ campus, UNBSJ's Science
& Health
Sciences librarian teamed up with DMNB's on-site librarian to
deliver a
research skills workshop to the BIPS 4000 group. This
lightning talk will
discuss the content we covered, the immediate outcomes of our
session, and the
impact we hope this workshop will have on the students' future
success.