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81.
Tennant MR Auten B Botero CE Butson LC Edwards ME Garcia-Milian R Lyon JA Norton HF 《Medical reference services quarterly》2012,31(3):280-301
This article describes how the reference department at a large academic health sciences library evolved to address the clinical and research information needs of the parent organization without losing its close connections to the classroom and curriculum. Closing the reference desk, moving to on-call and house call models, designing positions such as clinical research librarian and basic biomedical sciences librarian, finding alternative funding to grow the department, providing technology and training to facilitate librarians' work, and developing programming for and taking advice from library clients facilitated efforts to create a relevant presence and solidify the library's place in the university community. 相似文献
82.
Lyon J 《Medical reference services quarterly》2003,22(1):67-74
As genetics and molecular biology progressively impact on society and the practice of medicine, medical librarians must prepare themselves to deal with this new arena of information. The Eskind Biomedical Library at Vanderbilt University Medical Center has developed a bioinformatics training program for its librarians involving subject knowledge, literature evaluation, and database searching techniques. This program can serve as a model for other libraries. 相似文献
83.
Wood FB Lyon B Schell MB Kitendaugh P Cid VH Siegel ER 《Bulletin of the Medical Library Association》2000,88(4):314-322
In October 1998, the National Library of Medicine (NLM) launched a pilot project to learn about the role of public libraries in providing health information to the public and to generate information that would assist NLM and the National Network of Libraries of Medicine (NN/LM) in learning how best to work with public libraries in the future. Three regional medical libraries (RMLs), eight resource libraries, and forty-one public libraries or library systems from nine states and the District of Columbia were selected for participation. The pilot project included an evaluation component that was carried out in parallel with project implementation. The evaluation ran through September 1999. The results of the evaluation indicated that participating public librarians were enthusiastic about the training and information materials provided as part of the project and that many public libraries used the materials and conducted their own outreach to local communities and groups. Most libraries applied the modest funds to purchase additional Internet-accessible computers and/or upgrade their health-reference materials. However, few of the participating public libraries had health information centers (although health information was perceived as a top-ten or top-five topic of interest to patrons). Also, the project generated only minimal usage of NLM's consumer health database, known as MEDLINEplus, from the premises of the monitored libraries (patron usage from home or office locations was not tracked). The evaluation results suggested a balanced follow-up by NLM and the NN/LM, with a few carefully selected national activities, complemented by a package of targeted activities that, as of January 2000, are being planned, developed, or implemented. The results also highlighted the importance of building an evaluation component into projects like this one from the outset, to assure that objectives were met and that evaluative information was available on a timely basis, as was the case here. 相似文献
84.
E. Caroline Wylie Christine J. Lyon 《Assessment in Education: Principles, Policy & Practice》2015,22(1):140-160
The paper examines the breadth and quality of formative assessment implementation of 202 mathematics and science teachers who participated in a two-year, school-based professional development programme that focused on formative assessment. Results are triangulated using three sources of data: baseline and end-of-Year 2 data from an annual survey, logs that were completed daily at six two-week time points and reflections on formative assessment techniques that the teachers wrote weekly during the log collection periods. The data indicate that while teachers made significant improvements in some areas, certain aspects of formative assessment are less emphasised and there are some patterns around quality of implementation that suggest more targeted professional development is warranted. 相似文献