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In a time of unprecedented and rapid change, what are the roles of librarians and archivists in documenting the course of a pandemic?

An evidence-based practice (EBP) team at an academic medical center supports the development of evidence-based hospital policies and protocols via "Evidence Briefs." An early career librarian was added to the EBP team to meet increased requests for Evidence Briefs, which provided an opportunity to initiate a quality improvement (QI) analysis, improve work flow, and cross-train staff on literature searching and article selection skills.

This QI project evaluated literature searching and article selection skills of an early career librarian (less than 2 years' experience), a mid-career librarian (more than 10 years' experience), and a critical appraisal expert. This project examined 10 Evidence Brief requests completed within a 6-month period. Analysis of each individual's performance of literature searching and article selection was completed for each Evidence Brief. Across all Evidence Brief requests, the mid-career librarian performed the most comprehensive literature searches and captured the highest number of articles that ultimately ended up being included in Evidence Briefs (75%). The critical appraisal expert performed best on the article selection portion of the project and identified the highest number of relevant articles that were included in Evidence Briefs (74%).

This project provided a formalized method of assessing the literature searching and article selection skills of each member of the EBP team. This project illustrated the skill level of each individual and led to improvements in the Evidence Brief request work flow.

This project provided a formalized method of assessing the literature searching and article selection skills of each member of the EBP team. This project illustrated the skill level of each individual and led to improvements in the Evidence Brief request work flow.

A mutually beneficial need exists between postdoctoral scholars (postdocs) who want to grow their science communication, networking, and teaching skills and those in the general health sciences research community who want to learn more about specialized topics. Recognizing this need, interdepartmental teams at two public universities began offering postdocs a teaching opportunity at their health sciences libraries, which serve as discipline-neutral learning spaces for researchers.

At the University of Pittsburgh (Pitt) and Virginia Commonwealth University (VCU), postdocs are invited to submit talk proposals on "how to do something" related to the health sciences. Selected postdoc speakers conduct one-hour talks, get science communication and teaching support, have their talks uploaded to YouTube, and receive feedback from attendees.

Postdoc participants appreciated being able to participate in this program, and attendees strongly indicated that the talks are of value. At VCU, surveys of the 25 talks fro or further discussion, with 2 postdocs stating that it helped them with job opportunities. This model can be easily adapted at other health sciences libraries to benefit their academic communities.

This research identified the presence of information skill and behaviors components of information literacy in curricular competencies to inform a medical sciences library's instructional schema for five different professional programs at Texas A&M University College of Medicine, College of Nursing, College of Veterinary Medicine and Biomedical Sciences, Irma Lerma Rangel College of Pharmacy, and School of Public Health.

Curricular competency documents were collected from each program and reviewed. Coding categories were identified from the curricular competencies of professional health curricula using data-driven qualitative coding. To guide the identification and coding of competency categories, we developed a seven-category rubric from the coding categories. Three researchers used this rubric to independently code the categories of all of the included professional health curricular competencies. An additional researcher used a revised version of the rubric to identify action verbs in each competency.

Competencies for four of the five professional health curricula explicitly stated information skills and behaviors. Each of the five curricula included several competencies that depended on information-specific skills and behaviors. The most common verb used to describe implicit or explicit competencies was "evaluate."

The representation of information skills and behaviors aligns with the drive behind the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education. BLU-667 concentration Both underpin the importance of evidence-based medicine methodology.

The representation of information skills and behaviors aligns with the drive behind the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education. Both underpin the importance of evidence-based medicine methodology.

Voting in professional associations is critical for selecting leaders who will implement a desirable vision for an association. Members of the Medical Library Association (MLA) were surveyed to assess their attitudes and perceptions of the voting process to elect the MLA national offices of president and members of the Board of Directors and Nominating Committee. Survey data were also used to test the hypothesis that committed MLA members are more likely to always vote.

SurveyMonkey was used to deliver a 46-question survey to 2,671 email addresses of MLA members who were eligible to vote. Survey data were analyzed using quantitative and qualitative approaches.

A total of 676 responses were received, resulting in a 25% response rate. Respondents indicated that the most desired qualities in candidates included experience in professional positions, contributions to MLA, and a vision for the association, whereas candidates' personal characteristics were rarely considered. Respondents expressed doubts about the use of a single slate, had positive views of campaigning but were doubtful about its impact, and were generally accepting of the current voting process. Committed MLA members were significantly more likely to always vote in MLA national elections.

The survey results provide insight into understanding the concerns and motivations of MLA voters and add to the limited literature on professional association voting.

The survey results provide insight into understanding the concerns and motivations of MLA voters and add to the limited literature on professional association voting.

This study assessed health sciences librarians' attitudes toward interprofessional collaboration using the Interdisciplinary Education Perception Scale (IEPS) and gathered information on their involvement with interprofessional activities.

The authors sent a survey to librarians in the Medical Library Association's (MLA's) Interprofessional Education Special Interest Group and Research Section consisting of the IEPS and questions about their prior and current experiences with interprofessional practice and education (IPE). We compared mean IEPS scores between each MLA group and several other demographic factors to assess differences in attitudes. We also compared librarians' IEPS scores with those of previously published health professional students' IEPS scores and thematically analyzed two open-ended questions.

Health sciences librarians' scores on the IEPS indicated positive attitudes toward IPE. There were no statistically significant differences between any group. Health sciences librarians' mean Ih professional careers, and experience supporting IPE as a librarian had little bearing on the responses to the survey. This suggests that health sciences librarians have positive attitudes toward IPE, regardless of whether they directly support IPE programs or participate in interprofessional activities.

Few studies have examined the impact of a single clinical evidence technology (CET) on provider practice or patient outcomes from the provider's perspective. A previous cluster-randomized controlled trial with patient-reported data tested the effectiveness of a CET (i.e., VisualDx) in improving skin problem outcomes but found no significant effect. The objectives of this follow-up study were to identify barriers and facilitators to the use of the CET from the perspective of primary care providers (PCPs) and to identify reasons why the CET did not affect outcomes in the trial.

Using a convergent mixed methods design, the authors had PCPs complete a post-trial survey and participate in interviews about using the CET for managing patients' skin problems. Data from both methods were integrated.

PCPs found the CET somewhat easy to use but only occasionally useful. Less experienced PCPs used the CET more frequently. Data from interviews revealed barriers and facilitators at four steps of evidence-based practice clinical question recognition, information acquisition, appraisal of relevance, and application with patients. Facilitators included uncertainty in dermatology, intention for use, convenience of access, diagnosis and treatment support, and patient communication. link2 Barriers included confidence in dermatology, preference for other sources, interface difficulties, presence of irrelevant information, and lack of decision impact.

PCPs found the CET useful for diagnosis, treatment support, and patient communication. link3 However, the barriers of interface difficulties, irrelevant search results, and preferred use of other sources limited its positive impact on patient skin problem management.

PCPs found the CET useful for diagnosis, treatment support, and patient communication. However, the barriers of interface difficulties, irrelevant search results, and preferred use of other sources limited its positive impact on patient skin problem management.

Librarians teach evidence-based medicine (EBM) and information-seeking principles in undergraduate, graduate, and post-graduate medical education. These curricula are informed by medical education standards, medical education competencies, information literacy frameworks, and background literature on EBM and teaching. As this multidimensional body of knowledge evolves, librarians must adapt their teaching and involvement with medical education. Identifying explicit connections between the information literacy discipline and the field of medical education requires ongoing attention to multiple guideposts but offers the potential to leverage information literacy skills in the larger health sciences education sphere.

A subgroup of the Association of Academic Health Sciences Libraries Competency-Based Medical Education Task Force cross-referenced medical education documents (Core Entrustable Professional Activities and 2017-2018 Liaison Committee on Medical Education Functions and Structures of a Medical School) with the Association of College & Research Libraries Framework for Information Literacy for Higher Education using nominal group technique.

In addition to serving as a vocabulary, the map can also be used to identify gaps between and opportunities for enhancing the scholarly expectations of undergraduate and graduate medical education standards and the building blocks of information literacy education.

In addition to serving as a vocabulary, the map can also be used to identify gaps between and opportunities for enhancing the scholarly expectations of undergraduate and graduate medical education standards and the building blocks of information literacy education.