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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.
UNIVERSITY OF KENTUCKY COLLEGE OF COMMUNICATION AND INFORMATION SCHOOL OF LIBRARY AND INFORMATION SCIENCE
GENERAL COURSE INFORMATION
LIS 690-209, Special Topics in LIS, Health Information Resources and Services Spring 2013 Online class Scheduled Meeting Day: Wednesdays, beginning January 9, 2013. All assignments are due by midnight of the day due. INSTRUCTOR INFORMATION Instructor Name: Mary L. Gillaspy, MLS, MS Instructor Telephone Number: 312.498.8279 Instructor Email Address: [email protected] (Preferred method of contact) I will respond to student communications within 24 hours. If for any reason I am unable to respond within that time frame, I will notify you via the Blackboard system. COURSE DESCRIPTION A survey of information agencies and health science libraries, including topics related to: the health care community and their information needs, information resources in the health sciences, controlled medical terminologies and classification systems, search and retrieval of information resources, issues in the management of collections and access to health libraries. (Same as CJT 640.) Course Goals and Objectives: This course is designed to provide an introduction to the basic concepts and principles associated with health sciences librarianship. Upon successful completion of LIS 640, students will:
1. Understand the role of the health sciences library within the larger world of biomedicine; 2. Become thoroughly acquainted with the scholarly communication patterns, professional
literature, and key information sources in health sciences information services; 3. Become aware of the complex information needs of health professionals, patients, and families
and the role of the health sciences library in meeting these needs; 4. Develop an understanding of the organization and structure of the health care industry; 5. Review current trends and issues in the provision of health science information within libraries,
health centers, and other information agencies; 6. Explore in depth a topic germane to biomedicine and the role of the health sciences library and
librarian in contributing to the issue.
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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.
Topics include:
Health information environments Health care reform Evidence-based practice Health information infrastructure Scientific communication Consumer health and patient education Outreach and community education Health sciences librarianship as a career
Textbooks:
Foucault, Michel. The Birth of the Clinic: An Archaeology of Medical Perception. Translated from the French by A.M. Sheridan Smith. New York: Vintage Books, 1994, c1973. (ISBN-13: 9780679753346) Groopman, Jerome. How Doctors Think. Boston: Houghton Mifflin, 2007. (ISBN-13: 9780547053646) Journal articles are included as appropriate. Citations for articles are noted within the Course Calendar. Articles generally are available full text electronically from PubMed Central, and hyperlinks may be found via PubMed at http://www.ncbi.nlm.nih.gov/pubmed/. A few articles are not available this way but will be linked to Blackboard. Technological Requirements: Class sessions will be conducted via Blackboard. Students will submit written assignments using Microsoft Word. ASSIGNMENTS AND GRADING In addition to the texts and supplemental readings, students will complete seven assignments, including one trends and issues paper of 5–10 pages, a term paper of 20–30 pages, and a reflection paper of no more than 5 pages, all double spaced. Class participation via the discussion board and responses to both the instructor’s and other students’ postings is a requirement. A further expectation is that students will devote considerable time to synthesizing course content and familiarizing themselves with relevant resources. There will be no examinations in this class. Assignments are to be completed by midnight on the due date posted on the Course Calendar and in this Syllabus. Details of each assignment will be provided in Blackboard. Late assignments will be accepted only with prior permission from the instructor. Grading Scale: 90–100 A 80–89 B 70–79 C 60–69 D 0––60 F
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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.
Grades will be apportioned as follows: Assignments 1–4 36%
Trends and Issues Paper 20%
Term Paper 30%
Reflection Paper 4%
Class Participation 10%
Total 100%
Course Calendar: Session 1—January 9, 2013
Introductions. Introduce yourself to your colleagues in the Discussion Board section of Blackboard.
Overview of the course. Review the syllabus, course outline, readings, assignments, and expectations.
Assignment #1 distributed. Due Session 3.
Assignment #6 distributed. Due Session 14.
Session 2—January 16, 2013
Health Information Environments: Changing paradigms, structures, and physical spaces of health
science libraries
Explore the following Web sites:
National Library of Medicine (NLM) Be sure to read the “About the National Library of Medicine” sections. Pay particular attention to the Overview, NLM Organization, History of NLM, Reports and Plan about the Library, and Partners sections. National Network of Libraries of Medicine (NN/LM) Within the Partners section above, follow the link to the National Network of Libraries of Medicine NN/LM. At this Web site, pay particular attention to the About Us section. Click on the region where you live and then one other region, just to see if you notice differences. Medical Library Association (MLA)
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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.
Explore the Medical Library Association Web site, paying particular attention to the Overview section under About MLA and the Section Descriptions under Sections, Chapters, Groups. Association of Academic Health Science Libraries (AAHSL) Read the About AAHSL section and the Purpose on this Web site. Joint Commission on the Accreditation of Healthcare Organizations (JCAHO) On this Web site read About the Joint Commission, Facts about the Joint Commission, and Our History.
Read:
The Birth of the Clinic, preface–chapter 6.
*†Matheson NW. 1995. The idea of the library in the twenty-first century. Bulletin of the Medical Library
Association. 83(1): 1–7.
*Osler W. 1918. The science of librarianship. Bulletin of the Medical Library Association. 7(4): 70–74.
±Smith KA. 2008. Laws, leaders, and legends of the modern National Library of Medicine. Journal of the
Medical Library Association. 96(2): 121–133.
†Weise F. 2004. Being there: the library as place. Journal of the Medical Library Association. 92(1): 6–13.
†Lemkau HL. 2008. Constants, context, and change: the pursuit of purpose. Journal of the Medical
Library Association. 96(1): 12–19.
Session 3—January 23, 2013
Health Information Environments: Types of health science libraries, customers, and roles; ethics
Assignment 1 due.
Assignment 2 distributed. Due Session 5.
Due next week: Your term paper topic.
http://www.mlanet.org/about/ethics.html. Compare this code of ethics to the one on the SLA Web site,
http://www.sla.org/content/SLA/ethics_guidelines.cfm, and the ALA code of ethics,
http://www.ala.org/advocacy/proethics/codeofethics/codeethics.
Explore the Section Listings on the MLA Web site: http://www.mlanet.org/sections/sections.html. Pay
particular attention to the following ten Section sites, especially their resource sections and any others
that look interesting:
Chiropractic Libraries, Consumer and Patient Health Information, Dental, Federal Libraries,
History of the Health Sciences, Hospital Libraries (especially Vital Pathways), Nursing and Allied
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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.
Health Resources, Pharmacy and Drug Information, Public Health/Health Administration, and
Veterinary Medical Libraries.
While Corporate Information Services and Health Association Libraries represent important types of
health science libraries, the Web sites are not fleshed out. Excellent employment opportunities are
available in both areas, however, especially for dual-degreed professionals.
Read:
The Birth of the Clinic, chapter 7–conclusion.
Carbo T. 2003. Challenges for libraries creating one world: information ethics and policy issues for
medical librarians. Journal of the Medical Library Association. 91(3):281–284.
*King DN. 1987. The contribution of hospital library information services to clinical care: a study in eight
hospitals. Bulletin of the Medical Library Association. 75(4):291–301.
Klein-Fedyshin M. 2010. It was the worst of times, it was the best of times: positive trends influencing
hospital libraries. Journal of the Medical Library Association. 98(3):196–199.
Session 4—January 30, 2013
Health Information Environments: Clinical Medical Librarianship, Informationist Role Explore the
following Web site, http://www.mlanet.org/research/informationist/ , particularly Informationist or
Information Specialist in Context.
Due: Term paper topic.
Read:
Groopman, How Doctors Think, Introduction–Chapter 4.
Plutchak TS. 2000. Informationists and librarians. Bulletin of the Medical Library Association. 88(4):391–
392.
Plutchak TS. 2002. The informationist—two years later. Journal of the Medical Library Association.
90(4):367–369.
Robison RE, Ryan ME, Cooper ID. 2009. Inquiring Informationists: a qualitative exploration of our role.
Evidence Based Library and Information Practice. 4(1):4–16.
*Wagner KC, Byrd GD. 2004. Evaluating the effectiveness of clinical medical librarian programs. Journal
of the Medical Library Association. 92(1):14–33.
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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.
Session 5—February 6, 2013
Health Care Reform
Assignment 2 due.
Impact on libraries of the Patient Protection and Affordable Care Act and other federal legislation and
efforts toward health care reform (including comparative effectiveness research). Study the contents of
the following Web pages, part of the Effective Health Care Program developed by AHRQ, the Agency for
Healthcare Research and Quality.
http://effectivehealthcare.ahrq.gov/index.cfm/what-is-comparative-effectiveness-research1/
http://effectivehealthcare.ahrq.gov/index.cfm/tools-and-resources/
http://effectivehealthcare.ahrq.gov/index.cfm/research-summaries-for-consumers-clinicians-and-
policymakers/
Read:
Groopman, How Doctors Think, Chaps 5–7.
Rosenbaum S, Margulies R. 2011. Tax-exempt hospitals and the Patient Protection and Affordable Care
Act: Implications for Public Health Policy and Practice. Public Health Reports. March–April. 126:283–286.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3056045/pdf/phr126000283a.pdf
Session 6—February 13, 2013
Information Infrastructure: Electronic health information; technology and networked information
resources; medical libraries and social networking
Assignment for trends and issues paper, #5, distributed. Due Session 9.
Read:
Groopman, How Doctors Think, chapter 8.
Davidoff F, Miglus J. 2011. Delivering clinical evidence where it’s needed: building an information system
worthy of the profession. JAMA. 305(18):1906–1907.
Lindberg DAB, West RT, Corn M. 1992. IAIMS: an overview from the National Library of Medicine.
Bulletin of the Medical Library Association. 80(3):244–246.
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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.
Lorenzi NM. 1992. Introduction: Integrated Academic Information Management Systems (IAIMS).
Bulletin of the Medical Library Association. 80(3):240–243.
Freudenheim M. 2012. The ups and downs of electronic medical records. New York Times. October 8,
2012. http://www.nytimes.com/2012/10/09/health/the-ups-and-downs-of-electronic-medical-records-
the-digital-doctor.html?pagewanted=all
Haupt A. 2011. The era of electronic medical records. U.S. News & World Report. July 18, 2011.
http://health.usnews.com/health-news/most-connected-hospitals/articles/2011/07/18/most-
connected-hospitals
Group 1 read and summarize on the Discussion Board:
Hillestad R. et al. 2005. Can electronic medical record systems transform health care? Potential health
benefits, savings, and costs. Health Affairs. 24(5):1103–1117.
http://content.healthaffairs.org/content/24/5/1103.full
Group 2 read and summarize on the Discussion Board:
Roderer NK, Clayton PD. 1992. IAIMS at Columbia-Presbyterian Medical Center: accomplishments and
challenges. Bulletin of the Medical Library Association. 80(3):253–262.
Peruse: Many companies offer software to hospitals, clinics, and health systems to implement electronic
medical records. Two of these are Cerner and Epic. Take a look at their Web sites to get a sense of the
approaches these companies take to supplying software and services to their clients.
Read:
Lemley T, Burnham JF. 2009. Web 2.0 tools in medical and nursing school curricula. Journal of the
Medical Library Association. 97(1):50–52.
Dismukes J. 2009. How can medical libraries become more relevant in the age of digital information?
Library Student Journal. July 2009.
http://www.librarystudentjournal.org/index.php/lsj/article/view/120/237#bio
Assignment #3 distributed. Due Session 7.
Session 7—February 20, 2013
Scientific Communication: Publishing paradigms, journal costs, and future possibilities (Guest lecturer:
Mark Berendsen, Interim Head, Collection Management/Electronic Services Librarian, Galter Health
Sciences Library, Feinberg School of Medicine, Northwestern University)
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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.
Assignment #3 due.
Assignment #4 distributed. Due Session 11.
Read:
Groopman, How Doctors Think, Chapters 9–Afterword.
*Brandon AN. 1965. Selected list of books and journals for the small medical library. Bulletin of the
Medical Library Association. 53(3):329–364. (Pay particular attention to journal prices.)
†Forsman RB. 2005. Life and death on the coral reef: an ecological perspective on scholarly publishing in
the health sciences. Journal of the Medical Library Association. 93(1):7–15.
Murray S, Brophy J, Hoey J, Choi S, Giustini D, Kendall C, Maskalyk J, Palepu A. 2010. Open Medicine is
indexed in PubMed. Open Medicine. 1(1):E1.
Schlimgen JB, Kronenfeld MR. 2004. Update on inflation of journal prices: Brandon/Hill list journals and
scientific, technical, and medical publishing market. Journal of the Medical Library Association.
92(3):307–314. (Scan this article to compare journal prices from 1965 to 2004.)
Peruse the following Web sites, noting particularly the overview or About Us, FAQs, and other general
statements about the site.
PubMed Central, http://www.ncbi.nlm.nih.gov/pmc/
BioMed Central, http://www.biomedcentral.com/
Open Medicine, http://www.openmedicine.ca/
Public Library of Science, PLoS, http://www.plos.org/
Session 8—February 27, 2013
Evidence-based Practice, Evidence-based Librarianship
Read:
Eldredge JD. 2000. Evidence-based librarianship: an overview. Bulletin of the Medical Library
Association. 88(4):289–302.
McKibbon KA. 1998. Evidence-based practice. Bulletin of the Medical Library Association. 86(3):396–401.
Schardt C. 2011. Health information literacy meets EBP. Journal of the Medical Library Association.
99(1):1–2.
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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.
Review the following Web sites that feature different iterations of levels of evidence:
American Academy of Family Physicians,
http://www.aafp.org/online/en/home/publications/journals/afp/afplevels.html
Oxford Centre for Evidence-based Medicine, http://www.cebm.net/?o=1025
Evidence-based Nursing, http://ebp.lib.uic.edu/nursing/node/12
Levels of Evidence for Adult and Pediatric Cancer Treatment Studies,
http://cancer.gov/cancertopics/pdq/levels-evidence-adult-
treatment/HealthProfessional/page1/AllPages
Session 9—March 6, 2013
Consumer Health and Patient Education (Guest lecturers: Cindy Crosby, RN, BSN, MSN, Health
Education Specialist and Kristin Jordan, RN, BSN, MPH, Community Health Services Supervisor,
Community Health Education Center (CHEC), Salem Health, Salem, Oregon; Magdalyn Patyk, RN, MS,
BC, Manager, Patient Education and Women’s Programs and Education, Northwestern Memorial
Hospital, Chicago, Illinois)
Assignment #5, Trends and Issues paper, due.
Read:
Policy Statement, MLA and CAPHIS. 1996. The librarian’s role in the provision of consumer health
information and patient education. Bulletin of the Medical Library Association. 84(2):238–239.
Huber JT, Gillaspy ML. 2011. Knowledge/Power transforming the social landscape: the case of the
consumer health information movement. Library Quarterly. 81(4):405–430. (Document provided on
reserve.)
Kennedy MG, Kiken L, Shipman JP. 2008. Addressing underutilization of consumer health information
resource centers: a formative study. Journal of the Medical Library Association. 96(1):42–49.
Oliver KB, Lehmann HP, Wolff AC, Davidson LW, Donohue PK, Gilmore MM, Craven C, Roderer NK. 2011.
Evaluating information prescriptions in two clinical environments. Journal of the Medical Library
Association. 99(3):237–246.
The Social Life of Health Information 2011: http://pewresearch.org/pubs/1989/health-care-online-
social-network-users
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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.
Peruse the following Web sites, noting the varied approaches each uses to convey health information to
the public. Which do you think is the most effective, and why? Post your response on the Discussion
Board.
CHEC, Salem Health, Salem OR: http://www.salemhealth.org/chec/home.php
Connelly Resource Center for Families, CHOP, Philadelphia PA: http://www.chop.edu/visitors/family-
support-and-resources/connelly-center.html
HealthHub from Cleveland Clinic, Cleveland OH: http://my.clevelandclinic.org/health/default.aspx
Health Learning Centers, Chicago IL: http://www.nmh.org/nm/health-library
Patient Family Education Resource Center, Ann Arbor MI:
http://www.cancer.med.umich.edu/support/patient_education_resource_center.shtml
PlaneTree Health Information Center, Cupertino CA: http://www.planetree-sccl.org/
Stanford Health Library, Palo Alto CA: http://healthlibrary.stanford.edu/
Session 10—March 20, 2013
Outreach and Community Education (Guest Lecturer: Holly Trandel Manprisio, MPH, CHES, Program
Manager—External Affairs, Community Services, Northwestern Memorial Hospital)
Read:
Fama J, Berryman D, Harger N, Julian P, Peterson N, Spinner M, Varney J. 2005. Inside outreach: a
challenge for health sciences librarians. Journal of the Medical Library Association. 93(3):327–338.
Olney CA, Hansen L, Vickman A, Reibman S, Wood FB, Siegel E. 2011. Long-term outcomes of the ¡VIVA!
Peer Tutor Project: use of MedlinePlus by former peer tutors and the adults they taught. Journal of the
Medical Library Association. 99(4):317–320.
Ottoson JM, Green LW. 2005. Community outreach: from measuring the difference to making a
difference with health information. Journal of the Medical Library Association. 93(4)Supplement:S49–
S56.
Shen B. 2005. Ecologies, outreach, and the evolution of medical libraries. Journal of the Medical Library
Association. 93(4)Supplement:S86–S92.
Warner DG, Olney CA, Wood FB, Hansen L, Bowden VM. High school peer tutors teach MedlinePlus: a
model for Hispanic outreach. Journal of the Medical Library Association. 93(2):243–253.
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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.
Session 11—March 27, 2013
A Career as a Medical Librarian: What are the possibilities? What are the requirements? Overview of
management issues in medical libraries today.
Assignment 4 due.
Assignment 7, Reflection Paper, distributed. Due April 17, 2013.
Read:
Platform for Change: http://www.mlanet.org/education/platform/index.html
†Doyle JD. A job with a view: perspectives from the corporate side of the hospital. Journal of the Medical
Library Association. 91(1):12–17.
Session 12—April 3, 2013
Term paper questions and answers.
Session 13—April 10, 2013
Assignment 6, term paper, due.
Session 14—April 17, 2013
Assignment 7, reflection paper, due.
Wrap-up discussion.
Session 15—April 24, 2013
Student feedback and course evaluation.
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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.
BLACKBOARD USE
Contact information for Teaching and Learning Services Center:
Website: http://www.uky.edu/TASC/
Phone: 859‐257‐8272
Contact information for Information Technology Customer Service Center:
Website: http://www.uky.edu/UKIT/
Phone: 859-218-4357
Procedure for resolving technical complaints: contact instructor first, then TASC or ITCSC
Contact information for Distance Learning Library Services:
Website: http://www.uky.edu/Libraries/DLLS
Phone: 859 257‐0500, ext. 2171
Email: [email protected]
Course reserves:
Website: http://www.uky.edu/Libraries/page.php?lweb_id=23<ab_rank=3
Class participation via the discussion board and responses to the instructor’s, guest lecturers, and other
students’ postings is a requirement.
Submit written assignments using Microsoft Word.
POLICIES
Academic integrity
According to Senate Regulation 6.3.1: “All academic work, written or otherwise, submitted by
students to their instructors or other academic supervisors, is expected to be the result of their own
thought, research, or self-expression. In cases where students feel unsure about a question of plagiarism
involving their work, they are obliged to consult their instructors on the matter before submission.” For
specific information regarding the University’s code and regulations on plagiarism and cheating, visit:
http://www.uky.edu/StudentAffairs/Code/
http://www.uky.edu/StudentAffairs/Code/part2.html
http://www.uky.edu/Ombud/Plagiarism.pdf: “Plagiarism: What is it?”
Excused absences
Summarized from Senate Regulation 5.2.4.2: A student shall not be penalized for an excused absence.
The following are defined as excused absences:
Significant illness of the student or serious illness of a member of the student's household (permanent
or campus) or immediate family.
The death of a member of the student's household (permanent or campus) or immediate family.
Trips for members of student organizations sponsored by an educational unit, trips for University
classes, and trips for participation in intercollegiate athletic events, including club sports registered
with the university as well as varsity sports. Prior notification is required.
Major religious holidays. Prior notification is required.
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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.
Any other circumstances which the Instructor of Record finds reasonable cause for absence.
Students missing any graded work due to an excused absence bear the responsibility of informing the
Instructor of Record about their excused absence within one week following the period of the excused
absence (except where prior notification is required), and of making up the missed work. The Instructor of
Record shall give the student an opportunity to make up the work and/or the exams missed due to an
excused absence, and shall do so, if feasible, during the semester in which the absence occurred.
Excused absences’ effect on grading: Summarized from Senate Regulation 5.2.4.2: If attendance is
required by the class policies elaborated in the syllabus or serves as a criterion for a grade in a course, and
if a student has excused absences in excess of one-fifth of the class contact hours for that course, a student
shall have the right to petition for a "W", and the Instructor of Record may require the student to petition
for a "W" or take an "I" in the course. If a student has an excused absence on a day when a quiz is given,
the instructor may not deny permission for a makeup exam and simply calculate the student's grade on the
basis of the remaining requirements.
Academic accommodations due to disability
If you have a documented disability that requires academic accommodations, please see me as
soon as possible during scheduled office hours. In order to receive accommodations in this course, you
must provide me with a Letter of Accommodation from the Disability Resource Center (Room 2, Alumni
Gym, 257-2754, email address [email protected]) for coordination of campus disability services
available to students with disabilities.
Integration of the Syllabus with the Themes of Diversity, Assessment, and Technology
All UK professional education programs address and affirm the value of diversity in education,
the use of technology to support all aspects of instructional programming, and the importance of attaining
high levels of skill in assessing the outcomes of instruction. This course will provide students an
opportunity to demonstrate attention to these themes and reflect on the mechanisms that this course has
provided to demonstrate improved skills in these areas.