Copyright (c) 2009 University of Massachusetts Medical School All rights reserved. http://escholarship.umassmed.edu/lib_articles Recent documents in Library Publications and Presentations en-us Sat, 31 Oct 2009 23:18:52 PDT 3600 http://escholarship.umassmed.edu/lib_articles/105 http://escholarship.umassmed.edu/lib_articles/105 Fri, 30 Oct 2009 11:03:38 PDT Poster presented at: What's Cooking? A Taste of the Future 2009 NAHSL Annual Meeting Samoset Resort, October 25-27, Rockport, ME This poster describes the development of a novel cross-institutional collaboration between librarians and faculty from a pharmacy school and a medical school to enhance the teaching of Evidence-Based Practice (EBP) in each other's school. Specifically, it focuses on the librarians' active role in bringing shared cross-institutional and cross-disciplinary expertise to the table. Collaboration initiatives described include the joint development of EBP educational modules, EBP pharmacotherapy case studies, EBP Pharmacology elective course, formal and informal meetings, campus visits, and teaching observations. The poster provides a roadmap of starting such collaboration. In addition, it highlights the value of building strategic relationships between faculty and librarians across institutions to share expertise and teaching responsibility to advance student learning. Irena Bond Evidence-Based Medicine Teaching Cooperative Behavior Interprofessional Relations http://escholarship.umassmed.edu/lib_articles/104 http://escholarship.umassmed.edu/lib_articles/104 Tue, 27 Oct 2009 10:49:11 PDT Objectives: The research evaluated participant satisfaction with the content and format of the ''Web 2.0 101: Introduction to Second Generation Web Tools'' course and measured the impact of the course on participants' self-evaluated knowledge of Web 2.0 tools. Methods: The ''Web 2.0 101'' online course was based loosely on the Learning 2.0 model. Content was provided through a course blog and covered a wide range of Web 2.0 tools. All Medical Library Association members were invited to participate. Participants were asked to complete a post-course survey. Respondents who completed the entire course or who completed part of the course self-evaluated their knowledge of nine social software tools and concepts prior to and after the course using a Likert scale. Additional qualitative information about course strengths and weaknesses was also gathered. Results: Respondents' self-ratings showed a significant change in perceived knowledge for each tool, using a matched pair Wilcoxon signed rank analysis (P,0.0001 for each tool/concept). Overall satisfaction with the course appeared high. Hands-on exercises were the most frequently identified strength of the course; the length and time-consuming nature of the course were considered weaknesses by some. Conclusion: Learning 2.0-style courses, though demanding time and self-motivation from participants, can increase knowledge of Web 2.0 tools. Melissa L. Rethlefsen Internet Blogging Libraries, Medical Librarians Education, Distance Educational Technology Teaching http://escholarship.umassmed.edu/lib_articles/103 http://escholarship.umassmed.edu/lib_articles/103 Fri, 25 Sep 2009 06:07:37 PDT This article describes a unique career ladder model for library support staff. Major components include a promotion in place opportunity based on specified achievement levels, competencies, cross training, and measurable evaluation. The authors discuss the background, development, and program description of the career ladder model. Jane Fama Career Mobility Libraries, Medical Library Administration Staff Development Lamar Soutter Library University of Massachusetts Medical School http://escholarship.umassmed.edu/lib_articles/102 http://escholarship.umassmed.edu/lib_articles/102 Mon, 03 Aug 2009 07:52:24 PDT OBJECTIVE: This study analyzed trends in research activity as represented in the published research in the leading peer-reviewed professional journal for health sciences librarianship. METHODOLOGY: Research articles were identified from the Bulletin of the Medical Library Association and Journal of the Medical Library Association (1991-2007). Using content analysis and bibliometric techniques, data were collected for each article on the (1) subject, (2) research method, (3) analytical technique used, (4) number of authors, (5) number of citations, (6) first author affiliation, and (7) funding source. The results were compared to a previous study, covering the period 1966 to 1990, to identify changes over time. RESULTS: Of the 930 articles examined, 474 (51%) were identified as research articles. Survey (n = 174, 37.1%) was the most common methodology employed, quantitative descriptive statistics (n = 298, 63.5%) the most used analytical technique, and applied topics (n = 332, 70%) the most common type of subject studied. The majority of first authors were associated with an academic health sciences library (n = 264, 55.7%). Only 27.4% (n = 130) of studies identified a funding source. CONCLUSION: This study's findings demonstrate that progress is being made in health sciences librarianship research. There is, however, room for improvement in terms of research methodologies used, proportion of applied versus theoretical research, and elimination of barriers to conducting research for practicing librarians. Sally A. Gore Libraries, Medical Library Science Research Publishing http://escholarship.umassmed.edu/lib_articles/101 http://escholarship.umassmed.edu/lib_articles/101 Tue, 16 Jun 2009 13:01:56 PDT This is a review of the book, "Designing the Digital Experience: How to Use Experience Design Tools & Techniques to Build Websites Customers Love" by David Lee King. Published by Information Today, Inc., 2008. ISBN 0910965838, 9780910965835. Robert J. Vander Hart Internet Web sites Design http://escholarship.umassmed.edu/lib_articles/100 http://escholarship.umassmed.edu/lib_articles/100 Tue, 19 May 2009 14:12:46 PDT This finding aid describes the archival collection of the Founding Chair of the Department of Surgery at UMass Medical School, H. Brownell (Brownie) Wheeler, M.D., F.A.C.S. Dr. Wheeler was a central figure in the founding and solidifying of UMMS throughout its first three decades. As the earliest appointed faculty member, chosen directly by Lamar Soutter, founding dean, Dr. Wheeler has amassed a collection rich in documentary significance for the history of UMMS. A secondary subject area of importance in the Wheeler papers is the development of end-of-life, palliative care, and medical humanities activities in Massachusetts and at UMMS. Finally, as a leading vascular surgeon, Dr. Wheeler's papers document many aspects of the development of this area of critical interest for the history of surgery. Also of interest is an oral history interview. This collection was processed by Kristine M. Reinhard. Kristine M. Reinhard Wheeler, H. Brownell Physicians University of Massachusetts Medical School University of Massachusetts Medical Center/Worcester History, 20th Century History, 21st Century Archives http://escholarship.umassmed.edu/lib_articles/99 http://escholarship.umassmed.edu/lib_articles/99 Tue, 19 May 2009 12:41:43 PDT This volume examines the wide-ranging careers and diverse lives of American women physicians, shedding light on their struggles for equality, professional accomplishment, and personal happiness over the past 150 years. Leading scholars in the history of medicine chronicle the trials and triumphs of such extraordinary women as Marie Zakrzewska, one of the first female medical graduates in the United States and founder of the New England Hospital for Women and Children; Mary S. Calderone, the courageous and controversial medical director of Planned Parenthood in the mid-twentieth century; and Esther Pohl Lovejoy, who risked her life to bring medical aid and supplies to countries experiencing war, famine, and other catastrophes. Illuminating the ethnic, political, and personal diversity of women physicians, the book reveals them as dedicated professionals who grapple with obstacles and embrace challenges, even as they negotiate their own health, sexuality, and body images, the needs of their patients, and the rise of the women's health movement. Ellen S. More Physicians, Women Culture Gender Identity History, 19th Century History, 20th Century History, 21st Century Power (Psychology) http://escholarship.umassmed.edu/lib_articles/98 http://escholarship.umassmed.edu/lib_articles/98 Wed, 06 May 2009 05:34:53 PDT Background: Many academic health sciences libraries have been moving towards active participation in the curriculum at their institutions.1 At the same time, many medical schools have completed, are working upon or are considering movement to an integrative curriculum, (the melding of basic sciences and clinical learning), based on suggested AAMC competencies.2 We will discuss how libraries at two New England medical schools have successfully embraced roles in the their school's curriculum, which are at different stages of adoption of new integrative curricula. Methods: The teaching of Evidence-Based Medicine (EBM) is an area ripe for collaboration between a medical school and its library. The libraries at both Harvard Medical School (HMS) and the University of Massachusetts Medical School (UMMS) now offer EBM instruction within their medical school curricula. HMS is refining its new integrative curriculum while UMMS is in the planning stages with implementation targeted for AY 2010. Teaching time, location within the curriculum, general content and methods between the programs at these two schools will be examined and compared. Results: UMMS conducts all of its EBM instruction within a traditional 3rd year clerkship format. HMS covers similar content online in a 1st year combined basic science/clinical course. However, the libraries at both institutions have successfully facilitated the incorporation of this important topic into required coursework. Reflection: Reflections on the following themes are included in the poster on: Staff and resources/workload Adding content into a packed curriculum Library expertise In person vs. online instruction Progressive versus single encounter instruction Conclusions: While at different phases of curriculum redesign, the academic libraries at UMMS and HMS have demonstrated the effectiveness of varied methods of teaching Evidence-Based Medicine within a medical school curriculum. 1 Burrows, Suzetta, et al. "Developing an "evidence-based medicine and use of the biomedical literature" component as a longitudinal theme of an outcomes-based medical school curriculum: year 1." Journal of the Medical Library Association 91.1 (2003):34-41. 2 Association of American Medical Colleges. The Education of Medical Students: Ten Stories of Curriculum Change. New York: Milbank Memorial Funds, 2000. Presented at the the Northeast Group on Educational Affairs (NEGEA) Regional Conference on May 2, 2009, in Hershey, Pennsylvania. Len L. Levin Evidence-Based Medicine Education, Medical, Undergraduate Curriculum Libraries, Medical Library Services http://escholarship.umassmed.edu/lib_articles/97 http://escholarship.umassmed.edu/lib_articles/97 Tue, 02 Dec 2008 11:04:26 PST Objectives: To find the level of interest of medical librarians in social tagging, which sites are the most popular, how social tagging is being used, and to determine if there is a relationship between years in the profession and use of tagging. Methods: A 16 question online survey was administered to a random sample (n=348) of MLA members.Results: One hundred fifty six surveys were returned for a response rate of 45%. Forty-seven percent of the sample used tagging with a 95% confidence interval of 39% to 55%. General sites (Del.icio.us and Flickr) were used more than specialized sites. Sixty-seven percent used tagging for organization, 60% for discovery, 11% for outreach, 21% for education, 41% for collaboration, and 48% for personal use only. More experienced librarians appeared to use tagging less: however this trend was not statistically significant (using the Pearson chi-square statistic). Discussion: User tagging is still a new technology for medical librarians; roughly half have used it. The survey methodology is inherently biased towards positive results due to nonresponse error. Ways of improving survey response were discussed including multiple contacts, compelling reasons to fill out the survey and a chance to win a prize. This poster was displayed at NAHSL Annual Conference in Lowell, Oct. 2008 Cecile Bianco Libraries, Medical http://escholarship.umassmed.edu/lib_articles/96 http://escholarship.umassmed.edu/lib_articles/96 Fri, 24 Oct 2008 11:35:43 PDT Our presentation will describe the process and costs associated with our first digitization project: digitizing 300 doctoral dissertations for a newly implemented institutional repository at UMass Medical School. We will start at the beginning: selecting team members and identifying their roles, choosing the right repository system, and identifying a manageable first project. We will explain how we partnered with our Graduate School of Biomedical Sciences and contacted alumni for permission to digitize their dissertations. We will also discuss technical information and decisions such as software and equipment used to scan and create searchable text, using OCR technology to convert abstracts, deciding what metadata to collect, and how to re-use data from our OPAC. We will describe workflow and skill level of staff members and the coordination required between the Library's Systems and Technical Services departments. Finally we will present the costs associated with this work. We conclude that locally digitizing dissertations or other scholarly works for inclusion into institutional repositories can be cost effective and an excellent recruitment strategy for the institutional repository. Presented October 28, 2008 in Worcester, Mass., at the program "Introduction to Library Digitization" sponsored by the Massachusetts Library Association's Technical Services Section. Mary E. Piorun Libraries, Digital Libraries, Medical University of Massachusetts Medical School Lamar Soutter Library Institutional repositories Digitization