Resources and Environment
Print Resources Will be Placed On Class Reserve in the Learning Commons, Health Sciences Library (3rd floor) and online (as available). For information regarding accessing print and electronic reserve resources see: healthlinks.washington.edu/courses/student.html
Required Text: Introduction to Reference Sources in the Health Sciences by Jo Anne Boorkman, Jeffrey T. Huber, Fred W. Roper.Neal-Schuman Publishers; 4th edition, 2004. ZWB 100 I56 2004
Class Resources -- Introduction
At the conclusion of this class students will be able to:
1. Read Roper and Boorkman, Chapter 7, pp 127-142.
2. Review: The Handbook of Academic Medicine: How Medical Schools and Teaching Hospitals Work." The handbook is a comprehensive reference source on the fundamentals of academic medicine. It explains what medical schools and teaching hospitals are, how they work and interrelate, and what prominent issues they face.
3. Review information about the Unified Medical Language System and the Medical Subject Headings (MeSH).
4. Read at least three articles from the following list and/OR, preferably, other articles that you locate regarding information needs of health professionals and be prepared to discuss categories of information needs that health professionals face. Pay particular attention to the different types of information resources required by clinical care providers -- published as well as unpublished and where they tend to look for that information. Be prepared to discuss in class today and on January 20.
At the conclusion of this class students will be able to:
January 20
Neil Rambo
(with
assistance from Andrea Ryce, National Library of Medicine Associate)
Overview of Health Sciences Information Needs and Resources in the Context of User Types and Needs
Continued discussion of information needs reading assignment from January 13
Selected Reference Links:
HealthLinks Reference Page – main reference pathfinder for HSL site
HealthLinks Browse Databases Page – all pertinent databases to health sciences users
Care Provider Toolkit – including all tabs within the main page (Nurse, Pharmacist, Patient, etc.)
User Guide to CPT – good overview of Care Provider Toolkit from a family physician’s point of view
http://faculty.washington.edu/momus/cpt/guide.htm
Bioresearcher Toolkit – essential for bioinformatics research
MedlinePlus (National
Library of Medicine) – Evaluating Health Information
http://www.nlm.nih.gov/medlineplus/evaluatinghealthinformation.html
Assignment:
Objective: To compare and
contrast a variety of information resources for types of information provided,
and type of user and
information need for which it is most appropriate. To apply standard evaluation
criteria to the resources consulted to assess the quality of health information.
Approach: Choose a health condition and check for information about that topic in several (3-5 or more) information resources from HealthLinks. You may start from the selections listed above. You may use additional resources as needed.
Prepare a “basic” written report (1-2 pages) of your findings. Note 1) health condition researched, 2) resource used, 3) decision process used to select resource (if not obvious), 4) type of information found, 5) user type the information is most appropriate for, and 6) apply evaluation criteria to the resource. (“Basic” can be simple bulleted lists and notes; does not have to be polished.)
Be prepared to share your findings with the class.
At the
conclusion of this session students will be able to:
1. Compare
and contrast information resources for health condition information including:
types of information provided, and appropriateness by type of user and
information need.
2. Apply standard evaluation criteria to assess the quality – e.g., relative authority and validity, and appropriateness – of the resource.
It would be helpful to review the Introduction Evidence-Based Practice Resources webpage developed by the HSL before class. There will be in-class activities including reading clinical trial reports and discussing the methods and findings.
At the conclusion of class the student will be able to:
1. Define and describe the importance to clinical research of the following concepts: randomization, double-blinding/single-blinding, control, placebo, statistical significance, retrospective versus prospective, patient compliance, patient dropouts.
2. Locate and retrieve from PubMed several clinical trial reports on the same general clinical problem and compare and contrast the design and methods.
3. Describe the key differences between a clinical trial, an epidemiologic study, a case study.
4. Explain the rationale for evidence based practice in healthcare and describe the role of librarians and other information specialists in supporting evidence based practice.
February 3
Patrick
O’Carroll, MD, MPH,
Regional
Health Administrator, Public Health Service Region X
US Government, Department of Health
and Human Services
Affiliate Associate Professor, UW Dept. of Epidemiology
Neil Rambo, MLS
Ø Public health: population based approaches to preventing disease and disability and improving health – information needs, resources, and uses
Ø Public health informatics
At the end of this class session, students will be able to:
1. Compare and
contrast the basic approach and strategy of public health with the health care
enterprise.
2. Describe the multiple disciplines that comprise the broad field of public
health and how those disciplines contribute to the mission of public health.
3. Describe the many roles and settings of the public health workforce and the
variety of information needs and uses of each.
4. Describe ways in which public health responds to the needs of society and the
era.
5. Describe how public health informatics contributes to the overall mission of
public health.
6. Describe current research issues in public health informatics.
Suggested Reading List:
Alpi, KM.
Expert searching in public health.
J Med Libr Assoc. 2005 Jan; 93(1): 97-103.
[Not available in PubMed as of 1/28/05. Copy will be placed on reserve.]
Lee P, Guise
NA, Sathe NB.
Benchmarking information needs and use in the
Tennessee public health community.
J Med Libr Assoc. 2003 Jul; 91(3): 322-36.
PMID: 12883562
Yasnoff, WA,
et. al.
A national agenda for public health informatics.
J Public Health Manag Pract. 2001 Nov; 7(6): 1-21.
PMID: 11713752
[Dunham PW,
O’Carroll P, Rambo N.]
Information needs and uses of the public health
workforce--Washington, 1997-1998.
MMWR Morb Mortal Wkly Rep. 2000 Feb 18; 49(6): 118-20.
PMID: 11243439
The following chapters are recommended from this text (a personal copy will be placed on reserve):
Public health informatics and information systems, PW O’Carroll, WA Yasnoff, ME Ward, LH Ripp, EL Martin, eds. Springer-Verlag New York Inc. 2003.
Chapter 1 –
Introduction to Public Health Informatics
Chapter 4 – Governmental and Legislative Context of Informatics
Chapter 6 – Core Competencies in Public Health Informatics
Chapter 18 – Knowledge-Based Information and Systems
Chapter 34 – Epilogue: The Future of Public Health Informatics
Objectives:
At the conclusion of the class the student will be able to:
Required Readings/Resources:
The Consumer and Patient Health Information Section (CAPHIS) of the Medical Library Association. Take a look at some of the sections including The Medical Library Association's statement on the librarian's role on the provision of consumer health information and patient information, as well as sections on how to set up and run a consumer health information service. Look at some of the "top 100" recommended sites. What criteria are used to determine whether to list a site??
Fallis, D., Fricke M. Indicators of accuracy of consumer health information on the internet: a study of indicators relating to information managing fever in children in the home. Journal of the American Medical Informatics Association 9(1):73-79, 2002.
Desselle, S.P. Consumers' lack of awareness on issues pertaining to their prescription drug coverage. Journal of Health and Social Policy. 17(3):21-39, 2003.
Health Sciences Libraries Criteria for Evaluating Web Sites (scroll down towards bottom of page).
Look at the Pew Internet and American Life Report summaries dated:
1/23/2005 - http://www.pewinternet.org- Search Engine Users -- report #146
7/16/2003 - http://www.pewinternet.org - Internet Health Resources -- report #95Roper and Boorkman (class required text) -- Chapter 10 - Consumer Health Sources
Be prepared to discuss: Why are these issues for consumers when looking for health information? What is our role as information professionals
when dealing with consumers looking for health information?
ASSIGNMENT:
You are a librarian who has been asked to review and revise the Patient
Toolkit on the Healthlinks web site: healthlinks.washington.edu/patient
Keep in mind that this site is available to users beyond the University
of Washington. Review the sites on the CAPHIS "Top 100" (and others with
which you may be familiar). Select three sites that you would
recommend should be added to the Patient Toolkit. Evaluate the sites using
the criteria suggested by the Health Sciences Libraries. Explain why
you selected the sites and how they would best serve users. Are there
links currently on the Patient Toolkit that you would suggest
removing? If so, why? Is there anything you would change regarding the
navigability/usability of the site?
Pharmaceutical Information Needs
Drug Information Resources
Assignment:
Objective: Compare a variety of drug reference tools, both print
and electronic, for types of information available and type of user/information
need for which it is most appropriate, format , ease of use.
Approach:
Review and use as resources for completing the assignment:
Malone, Patrick M et al, eds. Drug information: a guide for pharmacists. NY: McGraw-Hill 2001. QV 737 D793 2001 (on course reserve)
See Pharmacist Toolkit on HealthLinks (under Care Provider Toolkit) for list of core drug information resources
Choose three different types of drugs: 1) prescription 2) over the counter medication 3) Herbal remedy or supplement. A nice tie-in is to select drugs used to treat the disease studied in the previous reference assignment. Review information types contained in a variety of reference sources (at least 10). Include online and print resources for both consumers and health professionals. Prepare a brief (3-5 pages) summary report listing the tools studied as well as key comparative points about each. Discuss your findings in class.
Remember that HealthLinks provides access to a number of online drug resources which can be used for this assignment - but don't assume all the resources you need to use will be online.
Objectives:
At the conclusion of the class the student will know:
· What is Scholarly Communications and how it relates to the digital age
· Issues in Scholarly Communications in the current environment
· Major players in the area of Scholarly Communications
· How the digital age has affected Scholarly Publications
· Role of Open Access and Copyright in digital age
· What is the Creative Commons?
· What are Institutional Repositories?
· NIH Proposal – Final Policy Statement
Required websites to review for discussion:
Interesting background article, but not required reading:
Beyond Core Journals and Licenses: The Paths to Reform Scientific Publishing
Be prepared to discuss:
How you think the issue of copyright might affect you as an author?
As a publisher – what issues concern you most about open access and scholarly publication?Consider becoming a student member of MLA or American Medical Informatics Association
Evaluation
Two excellent resources for developing evaluation strategies are:
1. Friedman CP, Wyatt JC. Evaluation Methods in Medical Informatics. Springer, 1997 W 26.55 A7 E92 1997
Provides an introduction to: challenges of evaluation in medical informatics, evaluation as a field, studying clinical information systems, structure of objectivist studies, basics of measurement, developing measurement technique; design, conduct and analysis of demonstration studies; subjectivist approaches to evaluations, organizational evaluation of clinical information resources; proposing, reporting and refereeing evaluation studies; study ethics...
2. National Outreach Evaluation Resource Center -- led by Catherine Burroughs, Acting Associate Director, National Network of Libraries of Medicine, Pacific Northwest.
Librarians and health educators conduct programs to improve access to health information. The OERC provides assistance in developing well-planned evaluation to help target and measure outreach success. Provides links to a number of evaluation tools and other very useful resources...
Student Presentations (if needed)
Sherrilynne Fuller, PhD
Professor
Biomedical and Health Informatics
School of Medicine and Information School
Director, Health Sciences Libraries
University of Washington
Seattle, Washington 98195
206-543-5531
206-543-3389 (FAX)
sfuller@u.washington.edu
REV: 02-21-05