Developing a Cancer-Focused Library Survey — Assessing the Current Environment and Planning for the Future

The primary goal of this project is to understand how each National Cancer Institute-designated cancer center library, and all libraries that support cancer research, function within their institutions. Through an in-depth survey focused on three major areas (staff, content and tools procurement, and user services), the research team hopes to determine how a cancer-centric library can be successful in supporting quality patient care, research excellence, and education. Additionally, the survey will examine the necessary minimum staffing levels for librarians and information professionals based on organizational size and degree of research focus. The survey will seek out the new skills librarians will need to deliver optimal services. The survey will also explore how content libraries purchase reflects and maps to constituents’ current medical and research activities. Libraries within a research intense environment have a responsibility to align with researchers and health care professionals to provide resources and services that support their workflows. Cancer libraries need to be attuned to their institutions’ missions, whether that includes excellent patient care, research endeavors, or cutting-edge educational programs. The information gathered from the survey will provide data for this research team to define the vision and standards of excellence for a cancer specialized research library.     

Hospital-based patient education programs and the role of the hospital librarian.

This paper examines current advances in hospital-based patient education, and delineates the role of the hospital librarian in these programs. Recently, programs of planned patient education have been recognized by health care personnel and the public as being an integral part of health care delivery. Various key elements, including legislative action, the advent of audiovisual technology, and rising health care costs have contributed to the development of patient education programs in hospitals. As responsible members of the hospital organization, hospital librarians should contribute their expertise to patient education programs. They are uniquely trained with skills in providing information on other health education programs; in assembling, cataloging, and managing collections of patient education materials; and in providing documentation of their use. In order to demonstrate the full range of their skills and to contribute to patient care, education, and research, hospital librarians should actively participate in programs of planned patient education.     

The education and training needs of health librarians - the generalist versus specialist dilemma

AIMS AND OBJECTIVES: The aims of the study were to examine whether and how librarians with a generalist background can transfer to roles demanding more expert knowledge in the health sector. The objectives were (i) to compare the education and training needs of health librarians with science degrees with the education and training needs of health librarians with arts and humanities degrees; (ii) to compare the education and training needs of librarians working in the National Health Service (NHS) sector with the education and training needs of librarians working for the health sector but within higher education. METHODS: Face-to-face interviews with 16 librarians, a convenience sample of librarians working in the Thames Valley NHS region. RESULTS: The main findings confirmed that structured continuing professional development (CPD) is required to meet the rapidly changing needs in the health sector. The emphasis ought to be on teaching skills, outreach work, marketing and promotion, research skills and methods, subject knowledge and terminology, and management skills. Library school curricula do not appear to meet the demands of medical library posts. A first degree in scientific subjects is advantageous in the early stages of a career but diminishes with continuing training and experience. There is no evidence of a significant difference in training needs and provision between the librarians in NHS posts as opposed to those in higher education (HE) posts. CONCLUSIONS: The conclusions suggest that library schools need to update their programmes to include teaching skills, advanced search skills, project management skills, research methods, with more practical exercises. Particular attention should be given to librarians with a first degree in non-scientific subjects in terms of time allocated for CPD, quality of training and access to reliable mentorship.     

Evaluating information skills training in health libraries: a systematic review

Introduction: Systematic reviews have shown that there is limited evidence to demonstrate that the information literacy training health librarians provide is effective in improving clinicians’ information skills or has an impact on patient care. Studies lack measures which demonstrate validity and reliability in evaluating the impact of training. Aim: To determine what measures have been used; the extent to which they are valid and reliable; to provide guidance for health librarians who wish to evaluate the impact of their information skills training. Methods: Data sources: Systematic review methodology involved searching seven databases, and personal files. Study selection: Studies were included if they were about information skills training, used an objective measure to assess outcomes, and occurred in a health setting. Results: Fifty‐four studies were included in the review. Most outcome measures used in the studies were not tested for the key criteria of validity and reliability. Three tested for validity and reliability are described in more detail. Conclusions: Selecting an appropriate measure to evaluate the impact of training is a key factor in carrying out any evaluation. This systematic review provides guidance to health librarians by highlighting measures used in various circumstances, and those that demonstrate validity and reliability.     

Medicine and health care: implications for health sciences library practice

The American health care system is experiencing a period of unprecedented change. This paper identifies and discusses the major changes in patient care, research, control of the health care system, and medical education, and their implications for health sciences librarians. These changes have resulted in new demands for effective information delivery and a broader health sciences library clientele. There are both challenges and opportunities for health sciences librarians as they respond to information pressures of the current health care environment and anticipate future needs.     

The library's role in the continuing education of health professionals

Health sciences librarians have historically viewed disseminating information to health professionals as a major role. Typically, they have provided individualized services and are among the professions that help health professionals further their education after finishing formal education. Another group directly involved in health professional continuing education is continuing education (CE) providers who offer ongoing learning through group activities. These two professions often reached the same audiences in the past, and their different approaches--individual and group--were complementary. Health professionals who needed information immediately or who wished individual learning used the library while those who wanted to hear eminent colleagues tended to use CE meetings or seminars; some did both. The librarians and CE providers rarely interacted, but this is now changing. With the introduction of personal computers, medical librarians have expanded their responsibilities to include formalized classroom instruction. At the same time, CE providers have increased their scope beyond formalized group instruction into individualized education. Librarians and CE providers can either collaborate and share their expertise or they can compete against each other.     

Creating a Web-accessible, point-of-care, team-based information system (PointTIS): the librarian as publisher

The Internet has created new opportunities for librarians to develop information systems that are readily accessible at the point of care. This paper describes the multiyear process used to justify, fund, design, develop, promote, and evaluate a rehabilitation prototype of a point-of-care, team-based information system (PoinTIS) and train health care providers to use this prototype for their spinal cord injury and traumatic brain injury patient care and education activities. PoinTIS is a successful model for librarians in the twenty-first century to serve as publishers of information created or used by their parent organizations and to respond to the opportunities for information dissemination provided by recent technological advances.     

Creating a Web-accessible,point-of-care,team-based information system (PoinTIS): the librarian as publisher

The Internet has created new opportunities for librarians to develop information systems that are readily accessible at the point of care. This paper describes the multiyear process used to justify, fund, design, develop, promote, and evaluate a rehabilitation prototype of a point-of-care, team-based information system (PoinTIS) and train health care providers to use this prototype for their spinal cord injury and traumatic brain injury patient care and education activities. PoinTIS is a successful model for librarians in the twenty-first century to serve as publishers of information created or used by their parent organizations and to respond to the opportunities for information dissemination provided by recent technological advances.     

Health information for patients: The hospital library's role

Libraries today, including most hospital-based patients' libraries, are involved only peripherally in providing patient health science information. Hospital libraries should collaborate with health professionals in getting health information to patients--along with the library's more traditional roles of providing recreational reading for patients and serving the informational needs of the physician and medical staff. The library should act as the center for educational materials and programs within the hospital. Many health agencies, health educators, physicians, and librarians have been discussing the need for patient health education, but there are few effectively organized or established education centers. This paper discusses an overview of patient health education and intellectural freedom, proposes a new role for the existing hospital library in patient health education, and suggests guidelines for establishing a patient education center.     

Imperatives for continuing research education: results of a Medical Library Association survey.

This paper reports the results of a survey assessing the interest of Medical Library Association (MLA) members in acquiring or improving research skills through continuing education (CE). It describes respondents' educational preparation for research and selected research activities, reviews MLA's experiences with offering CE courses on research topics, and discusses MLA's role in providing education to prepare members for research. The paper includes recommendations for improving research skills through CE and other professional activities. Topics of greatest interest to MLA members were survey development, problem identification, evaluation and cost studies, survey methodology, and methods of data collection. Many respondents preferred local courses. Academic health sciences librarians, as a group, were found to be more productive publishers than hospital librarians. Many respondents reported the availability of free or subsidized research-support services, but more than half did not. More than 90% of respondents indicated that MLA should actively encourage, require, or offer research education. A comprehensive plan for obtaining research skills through CE, along with individual self-assessment and counseling, is recommended.     

Reference librarians' perceptions of the issues they face as academic health information professionals.

Background: Leaders in the profession encourage academic health sciences librarians to assume new roles as part of the growth process for remaining vital professionals. Have librarians embraced these new roles?Objectives: This research sought to examine from the reference librarians'' viewpoints how their roles have changed over the past ten years and what the challenges these changes present as viewed by both the librarians and library directors.Method: A series of eight focus groups was conducted with reference librarians from private and public academic health sciences libraries. Directors of these libraries were interviewed separately.Results: Reference librarians'' activities have largely confirmed the role changes anticipated by their leaders. They are teaching more, engaging in outreach through liaison initiatives, and designing Web pages, in addition to providing traditional reference duties. Librarians offer insights into unanticipated issues encountered in each of these areas and offer some creative solutions. Directors discuss the issues from their unique perspective.Conclusion: Librarians have identified areas for focusing efforts in lifelong learning. Adult learning theory, specialized databases and resources needed by researchers, ever-evolving technology, and promotion and evaluation of the library are areas needing attention. Implications for library education and continuing professional development are presented.     

Bibliographic Instruction in the Health Sciences

In the 1980s, biomedical indexing and bibliography are at a level unmatched in history. In spite of a monumental effort by librarians, information specialists, and indexers, a large number of students and professionals in the health sciences are unable to capably use the biomedical indexing and abstracting tools that have been so laboriously produced. The authors attempt to trace the origins of bibliographic instruction to the health profession, examine the successes and failures of librarians who tried to teach the medical profession to do library research, and suggest why this type of instruction has not become more widely accepted as a compulsory part of medical education.     

Building capacity among health care librarians to teach evidence-based practice—an evaluation

Objective:An innovative funding scheme for health care librarians to attend an intensive short course in teaching evidence-based practice was established in the West of England in 2016. This evaluation aims to understand the value of the scheme and the impact of the training opportunity for the librarians, establish an evidence base for continuing with the funding scheme, and inform the development of plans to build additional capacity among health care librarians to provide critical appraisal training.Methods:Seven librarians working in health care system settings were funded by the scheme between 2016 and 2018. Post-course feedback forms gathered initial views on course content and delivery, which informed the development of questions for the qualitative phase of the evaluation. All seven librarians participated in group discussions and individual interviews.Results:The course boosted confidence, provided valuable new skills, and positively impacted careers of the librarians through access to new opportunities. It inspired the development of new approaches to critical appraisal training. An important need was identified among the librarians for more education in teaching. Librarians funded by the scheme have successfully cascaded the training to their colleagues.Conclusion:This evaluation supports the continuation of the funding scheme to further build capacity among health care librarians to teach evidence-based practice. It suggests additional investment in this type of specialist training, as well as in education in teaching skills, would be beneficial for health care librarians. Evidence from this evaluation is informing new plans to support these professionals with the vital service they provide, which contributes to the evidence-based culture of their organizations and to patient outcomes.     

GPO recalls of depository documents A review

Since the very early 1980s, various government agencies have increasingly issued requests to depository libraries directly or through the Government Printing Office (GPO) to destroy or return certain distributed documents. This article cites recalled documents and explores the reasons for their recall. Most recalls fall into one of five problem categories: military security, administrative and operational security, falsified data, outright censorship, and environmental security. Specific reasons for recall are seldom given and must be inferred by examining specific titles. Librarians have shown little published interest in the subject of recalls, but an informal survey indicated general compliance with the recall requests. The GPO also has said little except to ask agencies to direct the recalls through the federal Depository Library Program. It is concluded that the GPO should take a more active role in reviewing agencies' requests, since many recall requests have been of doubtful value, and that government documents librarians should assess recalls on a case-by-case basis.     

The Enhanced and Changing Role of the Specialist Librarian

Summary

Much like the role of other academic librarians, the education librarian's responsibilities are in a constant state of transition. Major factors contributing to these changes are demands being placed on teacher training programs in colleges of education, demands placed on teachers and administrators in the nation's schools, demographic shifts, globalization, declining accessibility of resources along with the digital divide, and, most of all, greater demands for accountability of student achievement at all levels of education.

The work of the education librarian has become more integrated in the creation and access of knowledge both in the library profession, and education itself. Education librarians not only have close ties to school curriculum being taught but also with the preparation of preservice teachers, students enrolled in advanced graduate studies, and the education researcher. This article will review the literature on the role of the education subject specialist in librarianship, and how that role has been changed due to a variety of reasons. Findings will be discussed from an informal survey on how education librarians perceive their roles in their institutions.     

Librarians as Mentors in an Undergraduate Research Program

Projects in undergraduate research programs differ from assignments in courses in that they are independent of an institution's curriculum, and faculty mentoring plays a more important role. These programs can be fertile ground for librarians interested in participating. Whether such librarians would make good mentors for undergraduate researchers depends largely on their experience and education. Texas Tech University has two of these programs, but library support for them has been sporadic. The time is overdue for librarians involved in campus outreach and instruction to examine how they can best support Texas Tech's undergraduate research activities, and, in particular, whether they are adequately prepared to provide effective mentoring to undergraduate research students. This article reports on such an examination.     

A Review of: “Going Beyond Google: The Invisible Web in Learning and Teaching. Devine,Jane and Egger-Sider,Francine.”

As technology rapidly changes, libraries remain go-to points for education and technology skill development. In academic health sciences libraries, trends suggest librarians provide more training on technology topics than ever before. While education and training have always been roles for librarians, providing technology training on new mobile devices and emerging systems requires class creation and training capabilities that are new to many librarians. To appeal to their users, many health sciences librarians are interested in developing technology-based classes. This column explores the question: what skills are necessary for developing and teaching technology in an academic health sciences library setting?     

Microcomputers and Bibliographic Instruction

In recent years, bibliographic instruction librarians have begun to explore appropriate applications of microcomputers in user education activities. This paper highlights three microcomputer instructional projects which provide a glimpse of the possibilities ahead for enhancing user education services through microcomputer technology. Implications of these activities for library users, librarians, and libraries are discussed.     

The Growing Crisis: Scholarly Publishing Pressures Facing Health Sciences Libraries

ABSTRACT

Health sciences librarians work within a complex environment, one that quickly adopted access to electronic resources. The open access movement evolved as an alternative to traditional publishing as prices for STM e-journals steadily increased, but it also raised issues and concerns for authors within the more traditional biomedical culture. The National Institutes of Health (NIH) Public Access policy provided an opportunity to support researchers’ compliance with the policy, while advocating for open access and author rights. As an outgrowth of the NIH policy, health sciences libraries have promoted open access through a variety of activities within their academic health centers.