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Medical Library Association MLA '18 Poster Abstracts

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Medical Library Association MLA '18 Poster Abstracts Medical Library Association MLA ’18 Poster Abstracts Abstracts for the poster sessions are reviewed by members of the Medical Library Association National Program Committee (NPC), and designated NPC members make the final selection of posters to be presented at the annual meeting. 1 Poster Number: 1 Time: Tuesday, May 22, 1:00 PM – 1:55 PM Bringing Each Other into the FOLD: Shared Experiences in Start-up Osteopathic Medical School Libraries Darell Schmick, AHIP, Director of Library Services, University of the Incarnate Word, School of Osteopathic Medicine Library, San Antonio, TX; Elizabeth Wright, Director of Library Services, Arkansas College of Osteopathic Medicine, Arkansas Colleges of Health Education, Library, Fort Smith, AR; Erin Palazzolo, Library Director and Professor of Medical Informatics, Burrell College of Osteopathic Medicine at New Mexico State University, BCOM Library, Las Cruces, NM; Norice Lee, Assoc. Library Director & Assoc. Prof. / Medical Informatics, Burrell College of Osteopathic Medicine, Burrell College of Osteopathic Medicine Health Sciences Library, Las Cruces, NM; Molly Montgomery, Director of Library Services, Proposed Idaho College of Osteopathic Medicine, Library, Meridian, ID; Anna Yang, AHIP, Health Sciences Librarian, California Health Sciences University, Library, Clovis, CA Objectives: To establish a communication channel for founding library administrators of new medical schools. Methods: Library directors in founding osteopathic medical schools are faced with a unique set of challenges in this role. Depending on the establishing medical school’s structure, these can be librarians in a solo capacity. Librarians in this role share experiences and best practices over a monthly meeting for their inaugural and second academic school years, respectively. Results: Meetings enjoyed robust discussion and comparison of resources. Directors met through the Zoom teleconferencing tool. Meetings were set up to last one hour, though frequently lasted longer and invited discussions outside of the monthly meetings. Best practices were discussed to most effectively serve the schools of osteopathic medicine. Already, FOLD meetings have directly influenced an increase of library staff or increase of specific budget items. Conclusions: The meetings became a valuable resource for the directors of new and upcoming libraries for schools of osteopathic medicine. As directors seek to establish a shared standard in what can be a traditionally lonely role, these meetings have served to correct this issue through an effective communication medium among colleagues in similar roles. Keywords: Standards, Osteopathic Medicine, Leadership, New Medical Schools 2 Poster Number: 2 Time: Tuesday, May 22, 2:00 PM – 2:55 PM Designing the Future: Librarians as Curricula Developers and Faculty Alexandra Gomes, AHIP, Associate Director for Education, Information, and Technology Services; Tom Harrod, Librarian; Laura Abate, Electronic Resources and Instructional Librarian; Himmelfarb Health Sciences Library, Himmelfarb Health Sciences Library, Washington, DC Objectives: To describe the involvement of three librarians in conceptualizing, creating and teaching 3-credit electives in the School of Medicine and Health Sciences. Methods: Seeking new ways to integrate informatics instruction in the last two years of medical school, the librarians were invited to submit a course elective proposal. Accepting this new challenge, the librarians wrote and presented a proposal for an Introduction to Systematic Reviews three-credit course to the Curriculum Committees, developed the syllabus and grading rubric, wrote lessons plans and assignments, and taught the class in Spring and Summer 2017. The class is scheduled to be taught again in Spring and Summer 2018. Results: The systematic review course was well received by the enrolled students. The experience of developing and teaching the course expanded the knowledge and skills of the involved librarians in curricular planning and administration, as well as in the specific subject content of the course. The success of the first elective led to a second proposal, a three-credit elective on the use of media to promote health information which draws on expertise of library staff and faculty from across campus. It was approved by the Curriculum Committees and will be taught in Spring 2018. Conclusions: Librarians are ideally positioned to take on the creation of electives. In addition to topic expertise, librarians are organized and can meet deadlines, can tap a network of faculty relationships for guest lectures, and can easily handle the administrative and teaching responsibilities associated with being a course director and instructor. In addition, taking on the role of curricula development strengthens ties with the School of Medicine’s faculty and administration, and solidifies the library’s role in the formal curriculum. Keywords: curriculum development, instruction, systematic review, elective 3 Poster Number: 3 Time: Sunday, May 20, 2:00 PM – 2:55 PM Collaborating to Sustain a Core Collection of Online Resources Nancy A. Clark, Director, Library Network Office, Library Network Office, Veterans Health Administration, Dallas, TX Objectives: In 2010, the Library Network Office began to develop a collection of online resources that would be available 24 hours a day to all VA staff. The decision was made in 2015 to establish an agency level multidisciplinary group tasked with reviewing and prioritizing the current resources while also taking into consideration requests for additional high value resources. Methods: Key stakeholders were asked to nominate individuals to serve on the group to not only represent their program area, but who would be able to place the needs of the agency first. Each year the group is provided with foundational information and relevant metrics about the resources. In the initial year the group established evaluation criteria to provide an informed and subjective framework for the members to review and prioritize the current core collection. The criteria were then weighted to distinguish the level of importance of each. Members then scored the individual resources per the criteria. The consolidated ranking was then reviewed by the membership, adjustments were made based on discussion, and final recommendations were presented. Each subsequent year, the methodology is reviewed and adjusted based upon lessons learned, input from the group, available funding and any other changes. Results: Each year the multidisciplinary group presents their recommendations for resources to renew or to discontinue. Ultimate purchase decisions lay with the Library Network Office. During the initial year, the group developed several overarching conclusions: • The core collection is a highly valuable resource that is essential to performing the agency mission • Additional funding from program offices and/or other sources needs to be provided to fully fund the core collection • To maintain effective fiscal stewardship and relevancy of content, an ongoing advisory group should be established. Conclusions: This review process provides a mechanism when the budget allocated does not allow funding to renew all current resources or allows for additional resources. Input from this multidisciplinary group has increased ownership of the resources, expanded awareness of the resources, and provided funding support beyond that of the library. As recommended the initial year, the Library Network Office will continue to use this multidisciplinary advisory group to conduct yearly reviews of all core collection resources. Keywords: Online resources, collaboration, collection development, selection criteria, budget/funding 4 Poster Number: 4 Time: Monday, May 21, 2:30 PM – 3:25 PM Transformative and Translational: Supporting a New PhD program Alexandra Gomes, AHIP, Associate Director for Education, Information, and Technology Services; Tom Harrod, Librarian; Anne Linton, AHIP, Director; Himmelfarb Health Sciences Library, Himmelfarb Health Sciences Library, Washington, DC Objectives: To describe the participation of three librarians supporting a new distance education Translational Health Sciences PhD program in the first two years of the program. Methods: The School of Medicine and Health Sciences launched a new Translational Health Sciences PhD program in Fall 2016. Prior to the first year of the program, the librarians were invited to join the faculty at the weekly meetings during the year-long program and course planning process. Three librarians were integrated into the program to support the first cohort of 16 students. During the first semester the librarians provided instruction on searching the literature for articles relevant to each stage of the translational process (T1-T4), advanced PubMed search skills, and developing search strategies and record keeping processes for scoping reviews. All sessions were hands-on and followed by individually-tailored assistance. Librarians also provided in-depth consultations with interested students, focused on their problem of interest. Results: The librarians’ instruction and support was well received by the students and the program faculty. As the second cohort began in Fall 2017, the librarians were again invited to teach and support the new cohort. They were also asked to develop an independent study seminar focused on helping students with chapters 1 and 2 of their dissertations. The librarians developed the syllabus, selected readings, and taught the
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