Research Workteam: What did you miss?

Summary from yesterday's Research workteam meeting:

Research roundtable:

A lot of exciting projects coming up this year

• Kathryn and Yongtao are working on a Virtual Interest Group study that is testing the use of Social Media tools to create communities of interest with health care professionals. The two interest group topics are Clinical Practice Guidelines and Patient Safety. The interest groups are using three social media tools: Blogger, Delicious and chat rooms. Results from this study will be presented at the 2011 Grey Literature Conference.
• Susan and Renee are working on publishing results from the HIN user feedback survey. Susan is also starting a project with Helen and Taryn to report the development of information literacy training to the UME students with the goal of publishing in JMLA.
• Marcus and Yongtao are now doing interviews for their embedded librarians project at Holy Cross. Researchers as well as the librarians will be interviewed this fall with questions developed from their service evaluation logic model (presented at the Clinical Librarian conference this summer).
  
• Lots of Systematic Review activity from Heather, Marcus and Lorraine...
• Diane has a few projects on the go: Surveying the use of different programs used for conducting systematic reviews, like reference managers and statistical software and comparing usefulness; evaluating whether it is still useful to search both MEDLINE and EMBASE in HTA reviews by comparing results from EMBASE vs. MEDLINE used the references of HTA reviews to see how many unique results you get from each database

Journal Club

• The Journal Club met to review the guideline critical appraisal tool AGREE II
  http://www.agreetrust.org/
• This tool can be used by guideline adopters or developers alike: Adopters to assess a guideline they want to use or Developers as a tool to help them develop their guideline
  
• Note: that you may also want to check out GRADE as a more in depth guideline appraisal tool http://www.gradeworkinggroup.org/publications/index.htm

Assessing and Addressing Health Literacy

Assessing and Addressing Health Literacy

A very good article about Health Literacy issues, what clinicians should look for to assess patients for health literacy levels and strategies to improve information retention. The author briefly mentions future strategies for incorporating health literacy training into nursing curriculum.

article for Journal Club session on July 5th (in conjunction with the Research Workteam Meeting)

Hello all,

For the Journal Club portion of our Research Workteam meeting next month, we'll be looking at the following article (please see the link below):

http://onlinelibrary.wiley.com/doi/10.1111/j.1471-1842.2010.00925.x/abstract


Brettle, A., Maden-Kenkins, M., Anderson, L., McNally, Ro., Pratchett, T., Tancock, J., Thornton, D., & Webb, A. (2010). Evaluating clinical librarian services: A systematic review. Health Information and Libraries Journal, 28, 3-22.

As a starting point for discussion, I've included some possible questions below:

1. How can we (as librarians working with clinicians/researchers involved in patient care) evaluate the services we provide (i.e. a mixed-methods approach or use of the Critical Incident Technique-impact and providing information at the point of need is key)

2. How do we measure whether the service we (as librarians) provide to our clinicians is effective? (process, outcome, impact) (we send out surveys after an instruction session, we follow-up with the literature searches we do, but do we know HOW the material we provide or instruct on is actually used? (consider the arguments raised on pg. 4- related research)

3. What about the patients? How are they impacted based on the level of service we provide to the clinician? (see the comment on pg. 4 re: “no study to date has attempted to measure the direct or indirect impact of CML services in outcomes of patient care.”

4. When we ask clients to evaluate our service, are we considering intent vs. actual impact when creating our survey questions? (see the discussion on pg. 14)

Mention is made in the article of the Critical Incident Technique. I found a brief paper on this from Knowledge Solutions, and am thus including the link to this below as well:

http://www.adb.org/documents/information/knowledge-solutions/the-critical-incident-technique.pdf

Thank you and happy reading,

Marcus

Articles mentioned at the CHLA 2011 Conference

Brettle, A., Maden-Jenkins, M., Anderson, L., McNally, R., Pratchett, T., Tancock, J., Thornton, D. and Webb, A. (2011), Evaluating clinical librarian services: a systematic review. Health Information & Libraries Journal, 28: 3–22. doi: 10.1111/j.1471-1842.2010.00925.x http://t.co/j5K4tPO

Jocelyn A. Rankin et al. The emerging informationist specialty: a systematic review of the literature JMLA 96 (3) July 2008 https://courses.ischool.utexas.edu/INF_180J/files/Harmon2.pdf

Giuse NB, Sathe N, Jerome R. Task Force on the Information Specialist in Context (ISIC) final report: envisioning the information specialist in context (ISIC): a multi-center study to articulate roles and training models. Chicago, IL: Medical Library Association; 2006 [cited 31 Oct 2007]. ,http://www.mlanet.org/members/pdf/isic_final_report_feb06.pdf

Delivering Clinical Evidence Where It's Needed | Building an Information System Worthy of the Profession
Frank Davidoff, MD; Jennifer Miglus, MLS

Can't remember any others...anyone else?

Interesting read about library education effectiveness

(from Diane Lorenzetti)

Why not just Google it? An assessment of information literacy skills in a biomedical science curriculum.

Karl Kingsley , Gillian M Galbraith , Matthew Herring , Eva Stowers , Tanis Stewart and Karla V Kingsley

BMC Medical Education 2011, 11:17doi:10.1186/1472-6920-11-17

Published:	25 April 2011

Abstract (provisional)

Background

Few issues in higher education are as fundamental as the ability to search for, evaluate, and synthesize information. The need to develop information literacy, the process of finding, retrieving, organizing, and evaluating the ever-expanding collection of online information, has precipitated the need for training in skill-based competencies in higher education, as well as medical and dental education.

Methods

The current study evaluated the information literacy skills of first-year dental students, consisting of two, consecutive dental student cohorts (n = 160). An assignment designed to evaluate information literacy skills was conducted. In addition, a survey of student online search engine or database preferences was conducted to identify any significant associations. Subsequently, an intervention was developed, based upon the results of the assessment and survey, to address any deficiencies in information literacy.

Results

Nearly half of students (n = 70/160 or 43%) missed one or more question components that required finding an evidence-based citation. Analysis of the survey revealed a significantly higher percentage of students who provided incorrect responses (n = 53/70 or 75.7%) reported using Google as their preferred online search method (p<0.01). In contrast, a significantly higher percentage of students who reported using PubMed (n = 39/45 or 86.7%) were able to provide correct responses (p<0.01). Following a one-hour intervention by a health science librarian, virtually all students were able to find and retrieve evidence-based materials for subsequent coursework.

Conclusions

This study confirmed that information literacy among this student population was lacking and that integration of modules within the curriculum can help students to filter and establish the quality of online information, a critical component in the training of new health care professionals. Furthermore, incorporation of these modules early in the curriculum may be of significant value to other dental, medical, health care, and professional schools with similar goals of incorporating the evidence base into teaching and learning activities.