School of Information Management

INFO 6750 Health Sciences and Literature and Information Sources Winter 2018

Instructors: Robin Parker, MLIS & Melissa Helwig, MLIS Offices: RP: W.K. Kellogg Health Sciences Library Tupper Building, rm. 1D16; MH: Collaborative Health Education Building, 2nd floor, rm C282. Telephone: 902-494-8961 (RP work); 902-494-1338 (MH work) E-mail: robin.parker@dal.ca ; helwig@dal.ca Office hours: TBA – we will set these based on labs and doodle poll from students at start of term Course Website: Brightspace INFO 6750 Tutorials: n/a Teaching Assistant: n/a

COURSE DESCRIPTION

Info 6750 introduces students to information resources and services used in health

sciences settings with an emphasis on publicly funded health services and on clients’

information needs and uses.

COURSE PRE-REQUISITES

• INFO 5530 Information Sources & Retrieval or instructor approval

• Students must know how to use citation software, such as RefWorks; import

references; eliminate duplicate references; and create and share folders.

LEARNING OBJECTIVES

1. To explore health information management in various settings and consider the

forces that continue to shape the work of health information professionals.

2. To learn about Canadian health services, their development, relevant legislation

and typical organization.

3. To understand the need to continuously engage with users to understand their

changing information needs within the context of their work, and to continually

assess and evaluate resources and services.

4. To understand evidence-informed practice, and learn about systematically

searching for, finding and appraising the research literature

5. To apply methods used in systematic searches, environmental scans and

jurisdictional reviews and to develop skills and competencies in these, including

selecting health information resources.

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LEARNING OUTCOMES

At completion of this course, students will

• Understand the nature and form of health information, its users and their needs

and uses, and the roles of the different health information professionals and

health information gatekeepers.

• Apply health information practices in different settings such as public libraries,

research organizations, academic organizations, professional associations, and

health services.

• Analyze health information services needs of various settings and contexts,

reflecting that one size does not fit all. The information needs of health

information services’ clients must be considered with respect to their education

and roles, and the health information they need and use.

• Understand and reflect on how a health information professional’s skills might be

extended beyond published information to provide leadership in other areas

within the organization.

• Evaluate complex searches for health information and be able to create basic

and comprehensive literature search strategies for diverse purposes and

audiences.

• Understand issues facing health information managers, including accreditation

and business planning.

• Understand the nature of group work and decision making in health settings.

TECHNOLOGY USED

May include, but will not be limited to:

• Full text and bibliographic databases, including PubMed, CINAHL, Embase and

Cochrane Library

• Online drug and clinical information resources

• Productivity content/data managers: Microsoft Office (MS Access, Excel, Word)

• Citation management software such as Refworks

• Brightspace will be used to manage information associated with the course with

videos from YouTube and Panopto, and webinar sessions using Collaborate

Ultra (requires headset or speakers plus microphone; performs best using

Chrome web browser and wired internet connection).

Depending on student choices for assignments, other technology may be employed, for

example:

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• Systematic review software such as Rayyan or Covidence

• Survey software: Opinio/CheckBox/SurveySelect or Survey Monkey

INSTRUCTIONAL METHODS

Instruction will be conducted online by various means, through the Brightspace Learning

Management System, including:

• Synchronous online lectures will be scheduled throughout the semester and will

explore different needs, uses and sources of information. Discussion will include

practical approaches for providing client and organizational support and personal

professional development.

• Asynchronous, recorded lectures prepared or identified by the instructors will cover

content relevant to the learning objectives.

• Online discussion & readings: Students will be assigned readings, videos, and

webinars intended to provide background for class discussion on various information

issues. Discussion will contribute to class participation grade. Students will sign up to be

a discussion leader once or more during the course.

• Self-directed Labs: Some weeks will include working on hands on lab exercises where

students will receive video instruction based on established methods and best practices.

The instructors will be available at multiple points during that week as virtual lab

monitors. Quizzes will provide immediate feedback on learning acquired from pre-lab

work and lab exercises.

• Small group case-based learning: with the guidance of facilitators, students will

discuss cases for self-directed learning in small groups.

• Assignments: Assignments will give students opportunity to develop and reinforce

skills and competencies.

• Guests: Invited guest speakers will be involved in a few sessions throughout the

semester. Diverse professional perspectives will also be introduced through video

biographies and case facilitators.

LEARNING MATERIALS

No textbook, but in addition to assigned readings and online videos/webinars, the

following will be useful:

Foster, MJ.; Jewell, ST. Assembling the pieces of a systematic review : a guide for

librarians. Lanham, Maryland: Rowman & Littlefield Publishers; 2017. [e-book]

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Booth A, Sutton A, Papaioannou D. Systematic approaches to a successful literature

review. Thousand Oaks(CA): Sage Publications; 2016. [Kellogg Library Reserve]*

McKibbon A, Wilczynski N. PDQ Evidence based principles and practice. 2nd ed.

Shelton(CT): People’s Medical Publishing House; 2009. [Kellogg Library Reserve]*

HLWIKI Canada. Health information sources & services.

http://hlwiki.slais.ubc.ca/index.php/HLWIKI_International

*If you are outside of Halifax, see Distance services at the Dal libraries

https://libraries.dal.ca/services/distance-services.html

*Or check your local University library and get a University affiliate/reciprocal agreement

card, see here: https://libraries.dal.ca/borrow/library-cards.html#external

METHODS OF EVALUATION

Detailed instructions regarding each assignment will be provided. Assessment of all assignments is directly related to attention to the instructions, clarity of expression and presentation, and evidence of significant analysis and reflection.

See also the SIM Grading Policy. COMPONENT DETAILS DUE DATE VALUE

Search Project This project is based on the skills developed in the labs and is the type of work that health librarians do regularly.

Stage 1 – Due Feb 3 Stage 2 – Due Feb 10 Final project due – Feb 27

25%

Case/Reference Work See details for cases under Instructional methods. Cases and reference work will develop reference interview skills as well as searching competencies

See course schedule 10%

Presentation Paper pitch presentation Feb 16, with responses to colleagues due by Feb 28

10%

Paper (research or evaluation)

We base this paper on the rules and regulations for the Canadian Health Libraries Association Student Paper Prize.

April 1 25%

Lab work (Quizzes) See course schedule 10%

Course Participation Throughout course 15%

Discussion Leadership Date selected first week of class

5%

*Due date/time is 11:59 pm on the date unless otherwise indicated.

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Participation Evaluation Rubric

Criteria Excellent Satisfactory Unsatisfactory

Preparation (Weighting: 40%)

The student demonstrates consistent preparation for class; readings are always completed and the student is able to relate readings to each other and to other course material (discussions, presentations, guest speakers, etc.)

The student is usually prepared for class: readings are generally completed and the student is sometimes able to relate readings to each other and to other course material (discussions, presentations, guest speakers, etc.)

The student is rarely prepared for class: readings are seldom completed and the student is not able to relate readings to each other and to other course material (discussions, presentations, guest speakers, etc.)

Quality of contributions (Weighting: 40%)

The student’s comments are relevant and reflect understanding of readings and other course material. The student’s contributions move the discussion forward.

The student’s comments usually reflect understanding of readings and other course material. The student’s contributions sometimes move the discussion forward.

The student’s comments rarely reflect understanding of readings and other course material. The usually student fails to make thoughtful responses to other students’ comments. The student’s contributions seldom move the discussion forward.

Frequency of participation (Weighting: 20%)

The student is actively engaged in the class and/or discussions at all times.

The student is actively engaged in the class and/or discussions at most weeks.

The student is seldom actively engaged in the class and/or discussions.

Integration of MLIS Competencies

PROGRAM COMPETENCY

COURSE LEARNING OUTCOME COURSE ASSESSMENT

1. Management of Information Technology

• Understand the nature and form of health information, its users and their needs and uses, and the roles of the different health information professionals and health information gatekeepers. • Analyze health information services needs of various settings and contexts, reflecting that one size does not fit all. The information needs of health information services’ clients must be considered with respect to their education and roles, and the health information they need and use.Evaluate complex searches for health information and be able to create basic and

Search assignment & Case/Reference work, variety of technology used in labs and assessed through quizzes. These skills will be applied in a search assignment which can potentially be used in their portfolio, demo or evidence of search skills are often required in Health Science Librarian interviews.

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comprehensive literature search strategies for diverse purposes and audiences.

Also potential to further explore this topic through the research paper.

2. Information Management Leadership

• Understand how a health information professional’s skills might be extended beyond published information to provide leadership in other areas within the organization • Understand issues facing health information managers, including accreditation and business planning.

Course lecture from Guest speaker and engagement with questions with her or him. Discussion posts on readings. Also potential to further explore this topic through the research paper.

3. Risk and Change Management

Analyze health information services needs of various settings and contexts, reflecting that one size does not fit all. The information needs of health information services’ clients must be considered with respect to their education and roles, and the health information they need and use • Understand issues facing health information managers, including accreditation and business planning. • Understand the nature of group work and decision making in health settings.

Course readings, Guest speakers on Management and Evidence Based Practice.

4. User-centred Information Services

• Understand the nature and form of health information, its users and their needs and uses, and the roles of the different health information professionals and health information gatekeepers. • Apply basic health information practices in different settings such as public libraries, research organizations, academic organizations, professional associations, and health services. • Analyze health information services needs of various settings and contexts, reflecting that one size does not fit all. The information needs of health information services’ clients must be considered with respect to their education and roles, and the health information they need and use. • Evaluate complex searches for health information and be able to create basic and comprehensive literature search strategies for diverse purposes and audiences. • Understand how a health information professional’s skills might be extended beyond published information to provide leadership in other areas within the organization

Search assignment & Cases/Reference work. Guest speaker on Consumer Health and data.

5. Research and Evaluation

• Understand the nature and form of health information, its users and their needs and uses, and the roles of the different health information professionals and health information gatekeepers. • Analyze health information services needs of various settings and contexts, reflecting that one size does not fit all. The information needs of health information services’ clients must be considered with respect to their education and

Guest speakers on Evidence based practice and Health services data and research data. Also the course work including the search assignment and research project as well as the readings will address this. Lab work and quizzes.

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roles, and the health information they need and use • Understand how a health information professional’s skills might be extended beyond published information to provide leadership in other areas within the organization • Evaluate complex searches for health information and be able to create basic and comprehensive literature search strategies for diverse purposes and audiences.

6a. Workplace Skills & Attributes: Collaborate and communicate

• Understand the nature of group work and decision making in health settings.

Case work, discussion, paper pitch

6b. Workplace Skills & Attributes: Organize, Plan & Manage

• Understand issues facing health information managers, including accreditation and business planning. • Analyze health information services needs of various settings and contexts, reflecting that one size does not fit all. The information needs of health information services’ clients must be considered with respect to their education and roles, and the health information they need and use.

Search assignment, research paper, discussion, case work.

6c. Workplace Skills & Attributes: Develop Personally & Professionally

• Understand the nature and form of health information, its users and their needs and uses, and the roles of the different health information professionals and health information gatekeepers.

Search assignment, paper pitch, research paper, discussion leader, discussion, case work.

CLASS POLICIES

Attendance Class attendance is required in all MLIS courses and is included in the participation mark. Attendance records will be kept by the instructor.

Absence from class (one class)

Students are required to inform the instructor ahead of time of any absence from class. This absence may affect participation marks or class activities.

Absence from class (extended)

• Emergencies o Contact the MLIS Program Coordinator and provide a list of the courses you

are taking and your instructors’ names.

• Illness o Contact your instructor(s) as soon as possible prior to class to inform him

or her of your illness.

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o All absences due to illness must be supported by a physician’s note to be submitted to the MLIS Program Coordinator (JoAnn Watson) with a list of courses you are taking and your instructors’ names.

Citation Style

As this course is on Health Information and Health Librarians support users using a variety of styles but most often Vancouver style, this course will require you to use Vancouver style. Please use Vancouver style in your assignments to briefly identify (cite) other people’s ideas and information and to indicate the sources of these citations in the References list at the end of the assignment. For more information on Vancouver style, consult Dalhousie Library website at http://dal.ca.libguides.com/CitationStyleGuide/Vancouver and the NLM Citing Medicine: https://www.ncbi.nlm.nih.gov/books/NBK7256/

Late penalties for assignments

A penalty for late assignments will be assessed, unless prior permission has been given by the instructor to submit an assignment late, which normally will be for extended illness, medical, or family emergencies only (see above). Late submissions will be assessed a penalty of five percent per day, including weekends. Assignments will not normally be accepted seven days or more after the due date; in such cases the student will receive a grade of zero.

SIM Grading Policy

A+ 90-100 Demonstrates original work of distinction.

A 85-89 Demonstrates high-level command of the subject matter and an ability for critical

analysis.

A- 80-84 Demonstrates above-average command of the subject matter.

B+ 77-79 Demonstrates average command of the subject matter.

B 73-76 Demonstrates acceptable command of the subject matter.

B- 70-72 Demonstrates minimally acceptable command of the subject matter.

F <70 Unacceptable for credit towards a Master's degree.

ACCOMMODATION POLICY FOR STUDENTS

Students may request accommodation as a result of barriers experienced related to

disability, religious obligation, or any characteristic protected under Canadian human

rights legislation.

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Students who require academic accommodation for either classroom participation or the

writing of tests and exams should make their request to the Advising and Access Services

Center (AASC) prior to or at the outset of the regular academic year. Please visit

www.dal.ca/access for more information and to obtain the Request for Accommodation

form.

A note taker may be required as part of a student’s accommodation. There is an

honorarium of $75/course/term (with some exceptions). If you are interested, please

contact AASC at 494-2836 for more information or send an email to notetaking@dal.ca.

Please note that your classroom may contain specialized accessible furniture and

equipment. It is important that these items remain in the classroom, untouched, so that

students who require their usage will be able to fully participate in the class.

ACADEMIC INTEGRITY

In general:

The commitment of the Faculty of Management is to graduate future leaders of business, government and civil society who manage with integrity and get things done. This is non-negotiable in our community and it starts with your first class at Dalhousie University. So when you submit any work for evaluation in this course or any other, please ensure that you are familiar with your obligations under the Faculty of Management’s Academic Integrity Policies and that you understand where to go for help and advice in living up to our standards. You should be familiar with the Faculty of Management Professor and Student Contract on Academic Integrity, and it is your responsibility to ask questions if there is anything you do not understand. Dalhousie offers many ways to learn about academic writing and presentations so that all members of the University community may acknowledge the intellectual property of others. Knowing how to find, evaluate, select, synthesize and cite information for use in assignments is called being “information literate.” Information literacy is taught by Dalhousie University Librarians in classes and through Dalhousie Libraries’ online Citing & Writing tutorials. Do not plagiarize any materials for this course. For further guidance on what constitutes plagiarism, how to avoid it, and proper methods for attributing sources, please consult the University Secretariat’s Academic Integrity page. Please note that Dalhousie subscribes to plagiarism detection software that checks for originality in submitted papers. Any paper submitted by a student at Dalhousie University may be checked for originality to confirm that the student has not plagiarized from other sources. Plagiarism is considered a very serious academic offence that may lead to loss of credit, suspension or expulsion from the University, or even the revocation of a degree. It is essential that there be correct attribution of authorities from which facts and opinions have been derived. At Dalhousie, there are University

INFO 6750 WINTER2018_2017-12-28 10

Regulations which deal with plagiarism and, prior to submitting any paper in a course; students should read the Policy on Intellectual Honesty contained in the Calendar. Furthermore, the University’s Senate has affirmed the right of any instructor to require that student assignments be submitted in both written and computer readable format, e.g.: a text file or as an email attachment, and to submit any paper to a check such as that performed by the plagiarism detection software. As a student in this class, you are to keep an electronic copy of any paper you submit, and the course instructor may require you to submit that electronic copy on demand. Use of third-party originality checking software does not preclude instructor use of alternate means to identify lapses in originality and attribution. The result of such assessment may be used as evidence in any disciplinary action taken by the Senate. Finally: If you suspect cheating by colleagues or lapses in standards by a professor, you may use the confidential email: ManagementIntegrity@dal.ca which is read only by the Assistant Academic Integrity Officer.

Faculty of Management clarification on plagiarism versus collaboration: There are many forms of plagiarism, for instance, copying on exams and assignments. There is a clear line between group work on assignments when explicitly authorised by the professor and copying solutions from others. It is permissible to work on assignments with your friends but only when the professor gives you permission in the specific context of the assignment. University rules clearly stipulate that all assignments should be undertaken individually unless specifically authorised. Specific examples of plagiarism include, but are not limited to, the following:

• Copying a computer file from another student, and using it as a template for your own solution

• Copying text written by another student

• Submitting the work of someone else, including that of a tutor as your own An example of acceptable collaboration includes the following:

• When authorised by the professor, discussing the issues and underlying factors of a case with fellow students, and then each of the students writing up their submissions individually, from start to finish.

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UNIVERSITY STATEMENTS

ACCESSIBILITY

The Advising and Access Centre serves as Dalhousie’s Centre for expertise on student

accessibility and accommodation. Our work is governed by Dalhousie’s Student

Accommodation Policy, to best support the needs of Dalhousie students. Our teams

work with students who request accommodation as a result of: disability, religious

obligation, an experienced barrier related to any other characteristic protected under

Canadian Human Rights legislation.

STUDENT CODE OF CONDUCT

Everyone at Dalhousie is expected to treat others with dignity and respect. The Code of

Student Conduct allows Dalhousie to take disciplinary action if students don’t follow this

community expectation. When appropriate, violations of the code can be resolved in a

reasonable and informal manner—perhaps through a restorative justice process. If an

informal resolution can’t be reached, or would be inappropriate, procedures exist for

formal dispute resolution.

DIVERSITY AND INCLUSION

Every person at Dalhousie has a right to be respected and safe. We believe

inclusiveness is fundamental to education. We stand for equality.

Dalhousie is strengthened in our diversity. We are a respectful and inclusive community.

We are committed to being a place where everyone feels welcome and supported,

which is why our Strategic Direction prioritizes fostering a culture of diversity and

inclusiveness (Strategic Priority 5.2).

RECOGNITION OF MI’KMAQ TERRITORY

Dalhousie University would like to acknowledge that the University is on Traditional

Mi’kmaq Territory.

The Elders in Residence program provides students with access to First Nations elders

for guidance, counsel and support. Visit the office in the McCain Building (room 3037) or

contact the programs at elders@dal.ca or 902-494-6803 (leave a message).

COURSE SCHEDULE - **Course readings and topics will be confirmed by the 2nd week of class based on class survey

results.

Course Week topics and

objectives

Readings/Videos Reminders &

Assignments

Week 1. Jan 8

Course Introduction

(meeting time determined

by class doodle poll)

✓ Syllabus review

✓ Class conduct agreement

✓ Introductions

✓ The people in health care

✓ PubMed

Read the following:

• 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.

• CHLA/ABSC Standards for Library and Information Services 2006.

http://dx.doi.org/10.5596/c07-009

• Coletti MH, Bleich HL. Medical subject headings used to search the

biomedical literature. J Am Med Inform Assoc. 2001 Jul 1;8(4):317-

23.

• PubMed Searching Video:

http://libcasts.library.dal.ca/Kellogg/PubMed/index.php

• Ganshorn H, Giustini D. New directions in health sciences libraries in

Canada: Research and evidence based practice are key. Health Info

Libr J. 2017 July 15;34(3):252-7.

Assignment

Overview

Pre-recorded

PubMed

session/videos,

option to attend a

session

PubMed pre-

questions/Lab

exercises/Post-

questions

MLA Competencies

Self-Assessment

Week 2. Jan 15

Introduction to Medical and

Health Information

✓ Health information

professional roles

Read the following:

• Brettle A, Maden M, Payne C. The impact of clinical librarian services

on patients and health care organisations. Health Info Libr J. 2016

Feb 1.

• Young JM, Solomon MJ. How to critically appraise an article. Nat Clin

Pract Gastroenterol Hepatolo. 2009 Jan; 6(2):82-91.

Pre-recorded

session/videos

Lab: Embase

Embase pre-

questions/Lab

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✓ Levels and types of

health evidence

✓ Sources of health

information

✓ Embase

• Frieden TR. Evidence for health decision making—beyond

randomized, controlled trials. N Engl J Med. 2017 Aug 3;377(5):465-

75.

Read one of the following:

o Federer L. The Librarian as research informationist: a case study. J Med Libr Assoc. 2013 Oct; 101(4): 298-302.

o Florance V et al. Information in context: integrating information

specialists into practice. J Med Libr Association. 2002; 90(1):

49-58.

o Sollenberger JF, Holloway RG Jr. The evolving role and value

of libraries and librarians in health care. JAMA. 2013 Sep

2013; 310(12): 1231-2.

exercises/post-

questions

Week 3. Jan 22

Introduction to Evidence

Based Practice

✓ History and purpose of

EBP

✓ EBP from the clinicians’

perspective

✓ Approach to finding and

using evidence

Read the following:

• Greenhalgh T. How to read a paper: The basics of evidence-based

medicine. 5nd ed. West Sussex, UK: John Wiley & Sons, Ltd.; 2014.

Chapter 1 pp.1-14. [e-book]

• Ioannidis JP. Why most published research findings are false.

Chance. 2005 Sep 1;18(4):40-7.

View the following:

• Translation Searches:

http://dal.ca.libguides.com/c.php?g=257491&p=1720454

Please review the translating searches video & documents in the

“Translating Searches” box at the above guide.

View one of the following:

Guest Lecture

Lab work: EBSCO

(CINAHL/PsycINFO)

CINAHL/PsycINFO

Lab exercises/Pre

and Post-questions

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• Trish Greenhalgh’s video ‘Real v Rubbish EBM’

https://youtu.be/qYvdhA697jI

• Montori V. Minimally Disruptive Medicine.

https://vimeo.com/13406874

• Optional viewing: NEJM Video. Getting Better: 200 Years of Medicine.

https://www.youtube.com/watch?v=Qxx14RCxblg

Week 4. Jan 29

Cochrane Collaboration

and Systematic Reviews;

Looking for Grey Literature,

Medical Devices and other

related tools

✓ Info pros role in Cochrane

and evidence synthesis

research

✓ Searching for evidence

beyond bibliographic

databases

✓ Appraising search results

Read the following:

• Foster, MJ.; Jewell, ST. Assembling the pieces of a systematic review:

A guide for librarians. Lanham, Maryland: Rowman & Littlefield

Publishers; 2017. Ch 1 pp. 1-12. [e-book]

• Schöpfel J. Observations on the future of grey literature. The Grey

Journal. 2006;2(2):67-76.

• Saleh AA, Ratajeski MA, Bertolet M. Grey literature searching for

health sciences systematic reviews: a prospective study of time spent

and resources utilized. Evidence based library and information

practice. 2014;9(3):28.

• Grey Literature:

http://dal.ca.libguides.com/c.php?g=257491&p=2055245

Review Searching Checklists; Test and review sources on this page.

Read one of the following:

• Gore GC, Jones J. Systematic Reviews and Librarians: A Primer

for Managers. Partnership: The Canadian Journal of Library and

Information Practice and Research. 2015 Jul 10;10(1).

• Murphy SA, Boden C. Benchmarking participation of Canadian

university health sciences librarians in systematic reviews. Journal

of the Medical Library Association: JMLA. 2015 Apr;103(2):73.

Pre-recorded

session/videos

Grey literature and

Cochrane Library

exercises

Pre- and post-

questions

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Week 5. Feb 5

Drug Information

✓ Types of drug related

questions

✓ Sources of drug info

Read the following:

• Kupferberg N, Hartel LJ. Evaluation of five full-text drug databases by

pharmacy students, faculty, and librarians: do the groups agree?.

Journal of the Medical Library Association. 2004 Jan;92(1):66.

• Silva C, Fresco P, Monteiro J, Rama AC. Online drug databases: a new

method to assess and compare inclusion of clinically relevant

information. International journal of clinical pharmacy. 2013 Aug

1;35(4):560-9.

• Hanrahan CT, Cole SW. Assessment of drug information resource

preferences of pharmacy students and faculty. Journal of the Medical

Library Association: JMLA. 2014 Apr;102(2):117.

• Optional: Duncan V, Vokey S, Gordon S, Helwig M, Chatterley T.

Mobile Device Use in Pharmacy: A Multi-Institutional Study. JCHLA.

2015;36(3):106-113.

Pre-recorded session

Search Assignment

Stage 1 Due

Lab: Drug Resources

& Point of Care tools

Drug resources &

point of care tools

exercises

Week 6. Feb 12

Consumer Health & Social

Media

✓ Health literacy

✓ Consumer health info

types and sources

✓ Social media and health

information

Read the following:

• Killian L, Coletti M. The Role of Universal Health Literacy Precautions in Minimizing “Medspeak” and Promoting Shared Decision Making. AMA Journal of Ethics. 2017 Mar 1;19(3):296.

• Schardt C. Health information literacy meets evidence-based practice.

J Med Libr Assoc. 2011 Jan 1;99(1):1-3.

• Smith LS. When your patient can't read or write. Nursing. 2015 Feb

1;45(2):67-9.

Listen to the following:

Young N. How to empower patients with medical data. [Internet]. Toronto:

CBC Radio; 2016 Mar 6[cited 2017 Dec 29]. Podcast (3 parts). Available

from: http://www.cbc.ca/radio/spark/312-growth-and-the-start-up-

Guest Speaker

Search Assignment

Stage 2 peer review

due Feb 10

Presentation for

Paper topic due by

Feb 16 – please post

respond to

colleagues by Feb 28

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economy-twitter-bot-art-and-more-1.3471294/how-to-empower-patients-

with-medical-data-1.3471340

Read two of the following:

• Marton C. Consumer health 2.0 in Canada: tweeting about

cancer. Journal of the Canadian Health Libraries

Association/Journal de l'Association des bibliothèques de la santé

du Canada. 2014 Jul 21;33(2):98-102.

• Carron-Arthur B, Ali K, Cunningham JA, Griffiths KM. From Help-

Seekers to Influential Users: A Systematic Review of Participation

Styles in Online Health Communities. J Med Internet Res. 2015

Dec;17(12).

• Egeland M. Hospital Librarians: From Consumer Health to Patient

Education and Beyond. Journal of Hospital Librarianship. 2015

Jan 2;15(1):65-76.

• Svavarsdóttir MH, Sigurðardóttir ÁK, Steinsbekk A. How to

become an expert educator: a qualitative study on the view of

health professionals with experience in patient education. BMC

Med Educ. 2015 May 13;15(1):1.

Week 7 Feb 19 Study Break

Week 8. Feb 26

Health Research Methods

and Research Data

Management Planning

✓ Research design for

different health questions

Read the following:

• Surkis A, Read K. Research data management. J Med Libr Assoc. 2015 Jul; 103(3): 154-156. Available from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4511058/

• Read KB, Surkis A, Larson C, et al. Starting the data conversation: informing data services at an academic health sciences library. J Med Libr Assoc. 2015 Jul; 103(3): 131-135. Available from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4511052/

• Study designs: http://www.cebm.net/study-designs/

Case work 1

Search Assignment

Final project due Feb

27

Post responses to

peer presentations

by Feb 28

INFO 6750 WINTER2018_2017-12-28 17

✓ Working with researchers

and supporting RDM

View the following:

• Hanson K, Read K, Surkis A. How to avoid a data management nightmare. Available from: https://www.youtube.com/watch?v=nNBiCcBlwRA

• NYU Health Sciences Library. Data Sharing and Management Snafu in 3 Short Acts. Available from: https://www.youtube.com/watch?v=N2zK3sAtr-4

Week 9. Mar 5

Health Policy & Systems

✓ Role of info pros in health

policy development

✓ Overview of Canadian

Health system

Health information, research,

and services for different

populations in Canada

Read the following:

• Léon G, Ouimet M, Lavis J, Grimshaw J, Gagnon MP. Assessing availability of scientific journals, databases, and health library services in Canadian health ministries: a cross-sectional study. Implement Sci. 2013 Mar 21;8:34.

• MSSU report: Small Area Variations in Rates of High-Cost Healthcare Use Across Nova Scotia. 4 page summary at http://www.spor-maritime-srap.ca/news/all/mssu-research-reports.

Read two of the following:

• Cairney P. The politics of evidence-based policymaking. The Guardian; 10 Mar 2016. Available from: https://www.theguardian.com/science/political-science/2016/mar/10/the-politics-of-evidence-based-policymaking

• Nice Pathways: http://pathways.nice.org.uk/

• Goldman B. White Coat, Black Art: Town Hall: Politics & Prescriptions. Podcast: 27 min 29 sec. Available from: http://www.cbc.ca/radio/whitecoat/town-hall-politics-prescriptions-

1.3252232.

Week 10. Mar 12

Health Statistics

✓ Sources of health data

Read the following:

• Big Data Analytics in Health. White Paper (Full Report). Emerging Technology Series. Canada Health Infoway. https://www.infoway-inforoute.ca/en/component/edocman/resources/technical-

Guest Speaker

Lab questions

INFO 6750 WINTER2018_2017-12-28 18

✓ Challenges and tips for

working with health data

documents/emerging-technology/1246-big-data-analytics-in-health-white-paper-full-report

• IBM (2012). Data-driven healthcare organizations use big data analytics for big gains. Available from http://www-03.ibm.com/industries/ca/en/healthcare/documents/Data_driven_healthcare_organizations_use_big_data_analytics_for_big_gains.pdf

• Morley-Fletcher, E. (2013) Big Data Healthcare An overview of the challenges in data intensive healthcare. Available from: http://ec.europa.eu/information_society/newsroom/cf/dae/document.cfm?doc_id=3499

• Raghupathi W, Raghupathi V. Big data analytics in healthcare: promise and potential. Health Inf Sci Syst. 2014 Feb 7;2(3). Available from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4341817/

Week 11. Mar 19

Research Life Cycle

✓ Medical informatics

✓ Research publications:

impact and lifecycle

(predatory publishing,

metrics, etc.)

✓ Collections

Read the following:

• Potential predatory and legitimate biomedical journals: can you tell

the difference? A cross-sectional comparison

http://bmcmedicine.biomedcentral.com/articles/10.1186/s12916-017-

0785-9

• Anderson R. Cabell’s New Predatory Journal Blacklist: A

Review. The Scholarly Kitchen [blog]. 2017 July 25.

https://scholarlykitchen.sspnet.org/2017/07/25/cabells-new-

predatory-journal-blacklist-review/

• Fowler SA, Yaeger LH, Yu F, Doerhoff D, Schoening P, Kelly B.

Electronic health record: integrating evidence-based information at

the point of clinical decision making. J Med Libr Assoc. 2014

Jan;102(1):52-5.

• Mistreli T. Eliminating the impact of the Impact Factor. J Cell Biol May

2013, 201 (5) 651-652; DOI: 10.1083/jcb.201304162

Listen to the following:

Group review and

discussion of

comprehensive

searches

INFO 6750 WINTER2018_2017-12-28 19

• Mahtani K. Trust the Evidence: Professor Trish Greenhalgh.

[Internet]. Oxford, UK: CBC Radio; 2017 Apr 20 [cited 2018 Jan 2].

Podcast. Available from: http://www.cebm.net/blog/2017/04/21/trust-

the-evidence-episode-three/

Week 12. Mar 26

Health Library

Management: business

planning, supervision,

collections and more

✓ Leadership and

management in health

libraries

✓ Managing people and

resources

✓ The library/info setting

and the larger

organization

Read the following:

• Wood S. Introduction to Health Sciences Librarianship. Chapter 14 - Library Administration in Health Sciences Librarianship [Scanned PDF below]

• Sutton A, Booth A. What type of leader am I?: a training needs analysis of health library and information managers. Health Info Libr J. 2012 Mar;29(1):39-46

• Martin ER. Team effectiveness in academic medical libraries: a multiple case study. J Med Libr Assoc. 2006 Jul; 94(3): 271-278.

• Ratcliffe, R. What's the difference between leadership and management? The Guardian, July 2013 http://www.theguardian.com/careers/difference-between-leadership-management

Guest Lecture

Paper Pitches Due

Week 13. Apr 2

Class wrap up session

Read one of the following:

• Greyson D, Surette S, Dennett L, Chatterley T. “You're just one of the

group when you're embedded”: report from a mixed-method

investigation of the research-embedded health librarian experience. J

Med Lib Assoc. 2013 Oct;101(4):287.

• Karasmanis S, Murphy F. Emerging roles and collaborations in

research support for academic health librarians. Australian Library

and Information Association National 2014 Conference 2014 Sep 15:

274-84.

Read one of the following:

Paper due Apr 1

INFO 6750 WINTER2018_2017-12-28 20

• Halbert H. The state of clinical librarianship in Canada: a review of the

literature, 1970–2013. Journal of the Canadian Health Libraries

Association/Journal de l'Association des bibliothèques de la santé du

Canada. 2014 Jul 21;34(2):69-74.

• Cooper ID, Crum JA. New activities and changing roles of health

sciences librarians: a systematic review, 1990–2012. J Med Lib

Assoc. 2013 Oct;101(4):268.

• Brettle A, Maden‐Jenkins M, Anderson L, McNally R, Pratchett T, Tancock J, Thornton D, Webb A. Evaluating clinical librarian services: a systematic review. Health Info Libr J. 2011 Mar 1;28(1):3-22.

Week 14. Apr 9 &10

No class, finish up bonus

options and add final

comments to discussion.

Review final paper

comments and consider

submitting to JCHLA paper

prize.