THE UNIVERSITY OF BRITISH COLUMBIA
School of Library, Archival and Information Studies (SLAIS)
LIBR 534: Health Information Sources and Services (3 Credits) – Syllabus, 2015
Instructor: Dean Giustini, UBC Biomedical Branch Librarian dean.giustini@ubc.ca
Course Description:
This course aims to provide students in the library and information professions with a strong foundation in health sciences librarianship
(hereafter simply ‘health librarianship’ or ‘medical librarianship’)
Intended students:
 This revised version is for SLAIS students who are interested in exploring the diversity of print & electronic resources in medicine, and
information services relevant to practicing health (and medical) librarianship
Objectives: At the end of the course, students will have a foundation in:
 Health libraries and information services in Canada
 The evolving cultural, historical, social and legal context for the practice of health librarianship
 Health trends (i.e. consumer health, evidence-based medicine, medical informatics, “data”); their impact on health libraries
 Traditional reference services, users; extending beyond print to electronic resources, knowledge-based tools
 Online databases such as CINAHL, the Cochrane databases, EMBASE and Medline (and different search interfaces)
 Management of collections, services, personnel and projects in biomedical libraries
 National and international associations, new initiatives and/or trends in health librarianship
Upon completion of the course, students will be able to:
 Design and implement library support for clinicians, researchers, planners and administrators (government, industry, health care
system), students (basic and clinical), teachers, patients and consumers
 Discuss health care as a setting (and backdrop) for library and information services
 Provide reference services using print & e-resources while meeting the information needs of users
 Effectively search bibliographic databases (e.g. MEDLINE, EMBASE, CINAHL, PubMed, PsycINFO etc.)
 Undertake end-user instruction, and librarian-mediated services
 Discuss aspects of technical & public services, and resource sharing particular to health libraries
 Analyze information needs in health, information seeking behaviours, and transfer of research into practice (e.g. knowledge
translation); describe national and international initiatives, and resources supporting health libraries
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LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
Sample topics covered in course on health information sources and services:
 Reference services for consumers, patients, health professionals, other user groups
 Searching biomedical databases & using various interfaces, and search tools
 Controlled vocabularies; sources of information; electronic access; grey literature
 End-users & instructional services in health libraries
 Technologies used in health libraries (e.g. blogs, handhelds, wikis)
 Consumer health, complementary & alternative medicine (CAM )
 Entrepreneurial opportunities for health librarians in health research
 Management of hospital, medical & health libraries in a time of massive change
Assignments in LIBR534:
Assignments
Class Participation
History of Medicine abstract #1
Abstract of medical library journal
article #2
Reference questions #3
Search questions #4
Term Paper #5
Due Date
Attendance & participation
Sept 16
Sept 23
Weight
10%
5% (pass/redo)
5%
Oct 7
Oct 28,Nov 4
Last class
20%
30%
30%
Instructional resources & methods:
 Pedagogical strategies: in addition to readings and assignments, several different teaching strategies will be used to help students
learn concepts; i.e., lectures, discussions, small group work, guest lectures (optional: Connect & e-mail listserv)
 Demonstration: some lectures will explore different uses for and sources of information depending on user groups. Discussion will
include practical approaches for providing client and organizational support and personal professional development
 Discussion & readings: students will be assigned readings which will provide background for class discussion.
 Searching exercises: some or part of classes from week III to VIII will require hands-on searching. The resulting discussion will help
students to learn how to search major biomedical databases, and to reinforce their search skills
 Assignments: provide students with opportunities to develop and reinforce their understanding (let the instructor know if there is
something specific that you would like to explore in any of the assignments)
 Views from the field: near the end of term, there will be a class for invited speakers sharing their views of the field
 Listserv: Used to centralize information associated with the course, and encourage exploration
 Course wiki: http://hlwiki.slais.ubc.ca
Class policies:
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LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
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Maintain regular attendance; actively listen, engage with and support your peers
Agree to participate in creating positive learning environment
Advance dialogue in class, contribute to group dynamics positively
Laptops are permitted but to take notes or search for topic being discussed in class
Come prepared for scheduled activities outlined; make comments that reflect awareness of readings
Assignments are due by the beginning of class on the due date (send the instructor a Word file starting with your surname)
Course Schedule:
Date
Topic
Sept 9
Orientation
Sept 16 Introduction –
History of medical bibliography
Sept 23 Module 1:
Health information
Sept 30
Lab Topics
Health information practice (context of practicing health librarianship)
History of medicine & “the medical bibliography” for 3000 yrs.
Introduction to sources of information in health
Answering reference questions in health
Nov 25
Module 1:
Health information
Module 1:
Health information
Module 2:
Biomedical databases
Module 2:
Biomedical databases
Module 2:
Biomedical databases
Module 3:
Health librarian practice & roles
Module 3:
Health librarian practice & roles
Module 3:
Health librarian practice& roles
Guest speakers
Dec 2
Final class
Discussion of the future of health information professionals
Oct 7
Oct 14
Oct 21
Oct 28
Nov 4
Nov 11
Nov 18
Drug information & alternative medicine; sources of information,
answering reference questions
Introduction to MEDLINE and biomedical databases
Assignment Due
History of
medicine
Abstract of
medical library
journal article
Reference
questions
Intermediate information retrieval
Advanced & expert searching
Context of health information practice circa 2013
Search
assignment I
Search
assignment II
Consultative and teaching roles
Academic roles & research; overview
Examples from the field
Term paper
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LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
Important domains covered in health librarianship
Group Category
Concepts
1
Roles for health librarians
Clinical librarian, Emerging technology librarians, Expert searcher, Informationist, Information
technology expert, Systematic review searcher (data manager)
2
Research methods in medicine
Major clinical studies & trial types, randomized controlled trial (RCT), systematic review (SR), qualitative
research (focus groups, ethnography, case histories, etc.); Data management portal
3
Evidence-based medicine &
health librarianship
Evidence-based librarianship, Evidence-based health care, Research for librarians - portal
4
Consumer health information
(CHI) resources & services
Consumer health information; patient education, plain language summaries, reading levels, Canadian
Virtual Health Library, Google, MedlinePLUS, public libraries.
5
Medical Informatics
Android (Google), eHealth, mHealth, mLibraries; mobile devices. smartphones; Apple iPad for
physicians; IPhone 4 for health professionals; Data management portal
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Web 2.0, medicine & health 2.0,
blogs, video-sharing sites, screencasting, web 2.0; open access in Canada, wikis
open access
Weekly Lectures – September to December, 2015
Weekly lectures and readings will outline core concepts in the course. Each class will have presentations, class discussions about readings and when
appropriate, hands-on workshops. Please complete the readings before attending class.
Week
Topics / Readings
I
Orientation to course & assignments
Introduction to health librarianship & the course
 Health information sources & services (what are they?)
 Assignments, class wiki: http://hlwiki.slais.ubc.ca
 Canadian context of health information i.e. Canada Health Act
 Mission / Purpose: why we are here | our goals & objectives
 What health librarians do http://hlwiki.slais.ubc.ca/index.php/What_health_librarians_do
II
Activities
Introduction to the history of medicine & its sources of information
Major historical figures & trends in medicine from classical times to present
 Origins of medical bibliography from ancient Greece to present
 Key medical figures & events in history
 Highlights of history of medicine
Lecture, Q/A
Student discussion
Think-pair-share
Lecture, Q/A
Student discussion of
readings
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LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
Week
Topics / Readings
Activities
Reading:
 Roland C. History of medicine. In: Canadian Encyclopedia. Retrieved:
http://www.thecanadianencyclopedia.ca/en/article/history-of-medicine/
On the wiki:
 At least one (1) entry on the History of medicine portal
http://hlwiki.slais.ubc.ca/index.php/History_of_medicine_portal
On the web:
 Osler Library for the History of Medicine, McGill University, Montreal
http://www.mcgill.ca/library/branches/osler
Think-pair-share
Interactive exercises
III Module 1: Trends in health information
Introduction to trends in medical information
 Philosophy of reference, where to look for answers; authority / evaluation
 The reference interview; users such as patients, consumers, physicians, health professionals
 Common questions; categories, facets & ‘pearls’ , ‘types of medical questions’
Reading:
 Sollenberger JF, Holloway RG Jr. The evolving role and value of libraries and librarians in health
care. JAMA. 2013 Sep 25;310(12):1231-2. http://www.ncbi.nlm.nih.gov/pubmed/24065006
On the wiki:
 Reference services: http://hlwiki.slais.ubc.ca/index.php/Reference_services
 The information needs of users: http://hlwiki.slais.ubc.ca/index.php/Information_needs_of_users
IV Module 1: Health information structure
Lecture, Q/A
Answering reference questions in health & medicine; consumers, public health
 Gain professional skills to provide reference services; reference interviews
 Types of health information (i.e. patient groups & consumers; health professionals)
 Most common questions in consumer health, complementary & alternative medicine
 Philosophy of information service, variations across different libraries; models of services
Read one of the following this week:
 Federer L. The librarian as research informationist: a case study. J Med Libr Assoc. 2013
Oct;101(4):298-302. http://www.ncbi.nlm.nih.gov/pubmed/24163601
 Classic article: Florance V et al. Information in context: integrating information specialists into
practice. J Med Libr Assoc. 2002;90(1):49-58.
Lecture, Q/A
Student sharing
Think-pair-share
Student discussion
Exercises
Think-pair-share
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LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
Week
Topics / Readings
Activities
V Module 1: Health information questions
Drug information sources; complementary and alternative medicine (CAM)
 Introduce basic concepts in answering health information questions
 Core issues; common questions in drug-related information
 Using print resources and their electronic equivalents
 Create opportunities to encounter questions, develop search strategies
Reading: Yanicke J. A suggested book list for hospital libraries. J Hosp Librarianship. 2013;13(3).
On the wiki: Complementary & alternative medicine (CAM)
http://hlwiki.slais.ubc.ca/index.php/Complementary_%26_alternative_medicine_%28CAM%29
VI Module 2: Biomedical databases
Q/A
Demonstration
Discussion / sharing
Introduction to MEDLINE and core databases in health & medicine
Lecture, Q/A
 Introduce basic structure of databases in medicine: MEDLINE, EMBASE & CINAHL
Demonstration
 Using controlled vocabularies in biomedicine
 Using major user-interfaces (UI) in medicine, and navigation issues
Discussion / sharing
 Create opportunities to encounter questions, formulate search strategies
Readings:
 Dhammi IK, Kumar S. Medical subject headings (MeSH) terms. Indian J Orthop. 2014 Sep;48(5):4434. http://www.ncbi.nlm.nih.gov/pubmed/25298548
 Classic article: Coletti MH, Bleich HL. Medical subject headings used to search the biomedical
literature. JAMIA 2001; 8(4): 317–323.
On the wiki:
 Medical Subject Headings (MeSH)
http://hlwiki.slais.ubc.ca/index.php/Medical_Subject_Headings_%28MeSH%29
On the web:
 MEDLINE®/PubMed® Resources http://www.nlm.nih.gov/bsd/pmresources.html
VII Module 2: Biomedical databases
Intermediate-level retrieval skills in health and medicine
 Explore indexing & retrieval issues in medicine: MEDLINE, EMBASE & CINAHL
 More on user-interfaces (UI) in medicine, and navigation issues (strengths/weaknesses)
 Opportunities to encounter questions, formulate search strategies
 Recognize patterns in questions requiring searching of the biomedical literature
Lecture, Q/A
Demonstration
Discussion / sharing
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LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
Week
Topics / Readings
Activities
Reading:
 Hjørland B. Classical databases and knowledge organization: a case for boolean retrieval and human
decision‐making during searches. J Assoc Info Sci Tech. 2014.
http://onlinelibrary.wiley.com/doi/10.1002/asi.23250/full
On the wiki:
 Medline - Coverage, Interfaces, Searchability:
http://hlwiki.slais.ubc.ca/index.php/Medline_-_Coverage,_Interfaces,_Searchability
VIII Module 2: Biomedical databases
Advanced & expert-level search skills
‘Frame’ or formulate clinical questions – PICO (patient, intervention, comparison, outcomes)
Discuss indexing, ‘deep web’; reproducibility
Filters, hedges; precision/recall in medical research projects
Collaborate on research & publication; health librarian role(s)
Reading:
 McGowan J, Sampson M. Systematic reviews need systematic searchers. J Med Libr Assoc.
2005;93(1):44.–80.
 Ludeman E, Downton K, Shipper AG, Fu Y. Developing a library systematic review service: a case study.
Med Ref Serv Q. 2015;34(2):173-80. http://www.ncbi.nlm.nih.gov/pubmed/25927509
On the wiki:
 Systematic review searching http://hlwiki.slais.ubc.ca/index.php/Systematic_review_searching
On the web:
 Chapter 6: Searching for Studies. In: Cochrane Handbook for Systematic Reviews of Interventions
Lecture, Q/A
Demonstration
Discussion / sharing
IX Module 3: Health librarianship today
Context of health information practices
 Changes in Canadian health care
National consortial initiatives in health information access
Issues, selection and criteria for collection development in biomedicine
Discuss impact of transition from print to online resources in health libraries
Reading:
 Marshall JG, Sollenberger J,et al. The value of library and information services in patient care: results of
a multisite study. J Med Libr Assoc. 2013 Jan;101(1):38-46.
Lecture, Q/A
Demonstration
Discussion / sharing
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LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
Week
Topics / Readings
Activities
X Module 3: Health librarianship today
Consultation, teaching & research roles
 Explore health librarian roles in 21st century
 Understand possible roles in medical accreditation, curriculum, education, data management
 Respond to individual needs of faculty and practitioners as appropriate
 Approach consultation & teaching in evidence-based manner
Reading:
 Henderson M. New roles and new horizons for health sciences librarians and libraries. Health
Sciences Librarianship. 2014:403. http://scholarscompass.vcu.edu/libraries_pubs/22
XI Course review
Lecture, Q/A
Discussion and review of important concepts
 Medical bibliography seen through prism of medical history
 Reference interviews in medicine; clinical questions
 Hierarchies of evidence; expert search role(s) assumed by health librarians in biomedicine
 Basic research, methodologies, statistics, assessment
 Assume expert roles in searching literature (Google, Google Scholar, Bing & other search tools)
XII Current & future practice
Discussion / sharing
Examples from the field
 Guest speakers from the health library community
 Discussion of research from class; present five (5) minute summary to your classmates
Discussion / sharing
Demonstration
Discussion / sharing
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LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
Appendix A: History of Medicine (100 word abstract) = 5% due Sept 16th
Assignments are due by the beginning of class on the due date (send the instructor a Word file starting with your surname)
Instructions:
 You will be evaluated on how well you discuss your topic in the 100 word limit.
 This is a pass/redo assignment. A mark will be assigned to acquaint you with the evaluation style of the instructor
 Create a 100 word (or less) abstract about an trend or historical figure in the history of medicine that interests you
 Sample topics: Bloodletting, Leeches, Hippocrates, John Shaw BILLINGS or Sir William OSLER, CISTI Library – National Research Council
1916 , Index Medicus / MEDLINE 1966 – , Medical Library Association 1898- , National Library of Medicine (U.S.)
 Your abstract should cite your source of information using Vancouver style, see style manuals on the wiki
 TIP: Cover the most important points in concise language. Specify for whom you are writing the abstract (e.g. who is your audience? Health
librarians, physicians, nurses (a learned audience) or consumers & patients). Ensure your citation format is correct.
Outcome
Assessed
1. Concision
- concise language
used
- appropriate
information
included
- appropriate topic
selected
- ability to hone in,
and describe issue
2. Depth
- usefulness of
abstract to target
audience
- information
comprehensiveness
Comments from instructor
(Fail)
0-1
(C)
2-3
Some aspects of
precision, creativity
and clarity of
expression need
work
(B- to B+)
3-4
Consistently well done
showing a good degree
of precision, creativity,
and clarity
(A- to A+)
5
High achievement
demonstrating very
high precision and
clarity of expression
Some difficulties
with usefulness or
comprehensiveness
Generally very strong
Excellent depth;
shows ability to
highlight key issues
in an abstract
Grade
Comments
/5
/5
Average total: /5%
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LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
Appendix B: Abstract of medical library journal article (100 word abstract) = 5% due Sept 23rd
Assignments are due by the beginning of class on the due date (send the instructor a Word file starting with your surname)
Instructions:
 You will be evaluated on how well you discuss your topic within the word limit, and if you followed the criteria.
 The assignment will be marked out of 5% of your total mark
 Select a recent article or news report from JCHLA/JABSC or JMLA. Provide a 100 word abstract of the article or news report.
 Cite your source of information using Vancouver style, see the class wiki
 TIP: Cover the most important points in as concise language as possible. Specify for whom you are writing the abstract (e.g. who is your
audience? Health librarians, physicians, nurses (a learned audience) or consumers & patients). Ensure your citation format is correct.
Outcome
Assessed
1. Concision
- concise language
used
- appropriate
information
included
- appropriate topic
selected
- ability to hone in,
and describe issue
2. Depth
- usefulness of
abstract to target
audience
- information
comprehensiveness
Comments from instructor
(Fail)
0-1
(C)
2-3
Some aspects of
precision, creativity
and clarity of
expression need
work
(B- to B+)
3-4
Consistently well done
showing a good degree
of precision, creativity,
and clarity
(B- to A+)
5
High achievement
demonstrating very
high precision and
clarity of expression
Some difficulties
with usefulness or
comprehensiveness
Generally very strong
Excellent depth;
shows ability to
highlight key issues
in an abstract
Grade
Comments
/5
/5
Average total: /5%
Appendix C: Reference questions assignment = 20% due Oct 7th
Assignments are due by the beginning of class on the due date (send the instructor a Word file starting with your surname)
Assignment Value: 20%
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LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
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Pick ten (10) questions from Appendix II An introduction to health & medical reference: issues and sample questions (to be given in class)
Refer to these files on the wiki: Core Titles in Medical Reference & Top Information Sources in Biomedical Reference Services
Tell me what type of patron you are trying to help, level of information they want, and other information you think pertinent
Select two (2) of the best information sources in health to answer each question. (Use any health information source we discussed in class,
or any source you explored via the wiki or via your own research.)
Include a brief search strategy or rationale to accompany your answers.
List the titles only of print and/or electronic sources you think are most useful. Include Canadian content if the question requires it.
This should be an easy 20% to obtain. Use bullet form where appropriate.
Your total submission should be between 2-3 pages. TIP: Don’t over think this assignment.
Appendix D: Search assignment I due Oct 28th
Assignments are due by the beginning of class on the due date (send the instructor a Word file starting with your surname)
Assignment Value: 15%
Search assignment #1 is meant to be presented in a brief three pages. However, it will need considerable trial and error before you arrive at your final
solutions. Feel free to work with your colleagues in formulating your final submission but your final work should be your own.
Objectives:
 To introduce basic searching in the major databases, Medline, Embase & Cinahl
 To acquaint you with controlled vocabularies in biomedical databases
 To review major user-interfaces (UI) and navigational issues
 To provide opportunities to answer clinical questions and formulate search strategies
 To distinguish between precision & recall and optimization (or finding a balance)
Instructions:
 Pick three (3) questions that will be discussed in class (stay tuned)
 Based on the research question, specify which database you will search first, second & third; explain why you are searching in that order
 List key concepts, MeSH, EMTREE or CINAHL headings, Boolean operators and limits for your search
 Supplement your search with background information by using a dictionary, handbook, classic textbook you wish
 Cite those items you consulted by using ‘Vancouver style’ or ICMJE style (the same)
 Keep your submission to three pages or less
Appendix D: Search assignment II = 15% due Nov 4th
Assignments are due by the beginning of class on the due date (send the instructor a Word file starting with your surname)
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LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
Assignment Value: 15%
Like search assignment #1, this search assignment is meant to be presented in brief. However, work with your colleagues in formulating your final
answers and submission. Or consult the instructor. Your final submission decisions should be your own.
Objectives:
 To extend your understanding of search issues using point-of-care decision making tools
 To provide more experience with precision/ recall and optimization
 To introduce the coverage, interfaces and uses for point-of-care tools
 To provide an opportunity to answer evidence-based clinical questions using PICO
 To collaborate with your peers on search problems
Instructions:
 Read the clinical scenarios.
 Select two (2) for your assignment. What is the clinical question? State it.
 What background information can find to help you devise your search strategies?
 Use PICO (Patient/ Intervention/ Comparison/ Outcome) to develop your ‘strategy’
 Search Medline, OVID EBM Reviews, BMJ Clinical Evidence, DynaMed or any other point-of-care tool.
 Which POC tool answers the questions best? Most satisfactorily? Which do not? Why not?
 Comment and reflect on these questions in your submission.
 TIP: Keep your submission to three pages or less but document your ‘discovery process’ for me
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LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
Appendix E: Final paper project= 30%
Date due: before last class on Dec 2nd
Assignment Value: 30%
Research article instructions
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Your final assignment will require you to find a partner to collaborate on writing a research article
Your paper, its structure and length is set out by the JCHLA/JABSC Instructions to authors (pdf)
Research papers in the JCHLA are usually 1800-2000 words
Obtain approval for your topic; create an outline
Discuss your interests with Dean; send an outline a month before the due date for input/feedback
Send finished project to instructor before final class
In addition, for your final mark, assess your co-authors out of 5 and send assessment to instructor in confidence
Talking points
1.
2.
3.
4.
5.
6.
7.
At least two students write a publishable paper
Pedagogical purpose is to expose students to a collaborative-collegial model of writing
Learn how to collaborate, research and write as a group
Your paper should "add something new" to the literature
Obtain approval for your topic from instructor, start planning early in term, begin by exploring topics with your partners
Consider the type of writing tool you will use such as Google Drive, class wiki or plain ol’ Microsoft Word
The instructor will pick two best papers and help with submissions for student paper prize to JCHLA/JABSC
How will it work?
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The instructor will assign students if necessary
Group dynamics can be challenging - you will need to manage this aspect
o Each member assumes a specific role; who will be the leader? will it be shared?
o What type of paper will you write? How long will the paper be?
o What is appropriate given journal requirements (of journal you are hypothetically submitting to)?
o Does your partner want to set some milestones over term?
o Does your partner want to research a specific idea?
How will you write the paper? Using what tool(s)?
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LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)
Assessment
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The instructor will provide a mark out of 25 for each student
In addition, each student will assess their partner out of 5; think of this as a blinded peer-review process
Peer-assessment is a mark out of five (5); one = very poor; five = outstanding; send to the instructor in confidence
Providing constructive and helpful feedback is an important professional skill; a rubric for marking will be developed
Benefits to writing as a pair | team
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To arrive at consensus among groups working on research projects or presentations
Students learn how to work, publish and present effectively with other librarians
Builds evidence/research base for other health librarians
Mirrors collaboration among academic health librarians in preparation to speaking at conferences or writing scholarly papers
Provides all students with a scholarly line item for their vitae
Accountability process is in place; old problem of one person doing all the work while others follow - is not permitted.
Useful files & tools for your papers
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see JCHLA Instructions to Authors http://ejournals.library.ualberta.ca/index.php/jchla/index
Globe and Mail Style Book was created to help writers at the Globe and Mail present clear, accurate and concise prose
Canadian Press Stylebook http://www.ualberta.ca/~gifford/handouts/cp.pdf
Structured abstract (useful for structuring your paper) http://hlwiki.slais.ubc.ca/index.php/Structured_abstract
Style manuals (includes links to Vancouver style) http://hlwiki.slais.ubc.ca/index.php/Style_manuals
Vancouver style part of the ICMJE website http://www.icmje.org/
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LIBR 534: Health Information Sources and Services (3 Credits) – Giustini (September – December, 2015)