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PubMed1979

MLA Certification by examination under the 1964 code: a survey of 1975-1976 participants.

The increased attention being given to an examination in the Medical Library Association certification process prompted a study of a group taking the examination under the old (1964 revision) code. Completed questionnaires were received from fifty-three of the sixty-five persons who took the examination in 1975 and 1976. Backgrounds of individuals varied, especially in years of experience. The majority of those responding had worked in both health sciences and other libraries. Experience in health sciences libraries was reported by 92% of those replying. A number of reasons for seeking MLA certification were given. Problems in being able to take MLA-approved courses prompted the choice of the examination process. Preparation for the examination was chiefly by self-directed study. Continuing education courses were considered as of greater value for professional development than as help on the examination. The examination was rated "moderately difficult" by 57% of those responding. Opinions were expressed on the skills and areas of expertise which were considered by this group to be important in an examination for professional competence.

Certification↗
PubMed1964

THE IMPACT OF THE BEHAVIORAL SCIENCES ON THE COLLECTING POLICY OF MEDICAL SCHOOL LIBRARIES.

The scope of medical science has broadened to embrace subject areas in the behavioral and social sciences. Medical school curricula have responded to this trend, and the response is inevitably making itself felt in the medical school library. One medical school library's efforts to identify significant library materials in this area are presented as an example of a technique and as an indication of an order of magnitude. A master list of appropriate journal titles is appended.

Behavioral Sciences↗
PubMed2002

Adjusting to progress: interactions between the National Library of Medicine and health sciences librarians, 1961-2001.

Most health sciences librarians would agree that the National Library of Medicine's (NLM's) leadership and its services have been highly beneficial to the field, but this does not prevent specific NLM actions--or lack of action--from being perceived as annoying or infuriating. Over the past forty years, NLM's interactions with health sciences librarians have been affected by significant additions to NLM's mission and services, the expansion of NLM's direct user groups, and the growing range of possible relationships between health sciences librarians and NLM. The greatest friction between NLM and health services librarians occurs when there is a fundamental change in the way NLM carries out its mission-a change that adds to the web of relationships that link librarians and NLM and prompts corresponding changes in the way other libraries do business. Between 1961 and 2001, there were two such fundamental changes: the implementation of the National Network of Libraries of Medicine and the development and promotion of services targeted toward individual health professionals. On a lesser scale, each new service that connects NLM and health sciences librarians is another potential source of irritation, ready to flare up when the service is interrupted, changed, or eliminated. Other factors--including strong personalities, mistakes, and poor communication--add to, but do not cause, the intermittent problems between NLM and its most longstanding and engaged user group. These problems are in essence the price we pay for the leadership and vision of NLM's directors and for NLM's success in developing excellent services and in enhancing them based on advice from librarians and other users.

History, 20th Century↗
PubMed1964

EDUCATION FOR MEDICAL LIBRARIANS AROUND THE WORLD.

This paper describes the training of medical librarians in England, the European continent, the United States, Latin America, Israel, and Asia, with special reference to the level of such training (i.e., primarily for practitioners or for those who will make advances in the field). At the end of the paper, there is a short discussion of the need for advancing education for medical librarians, and the personal belief is stated that medical librarians should be trained at the highest level possible to avoid intellectual serfdom, to see that society receives the best return on its investment in medical libraries, and to insure that the help which medical libraries can give to society is actually available where needed.

Africa↗
PubMed1998

Evolving roles of life and health sciences librarians for the twenty-first century.

The twenty-first century will provide exciting challenges for life and health sciences librarians that will force us to redefine our position in the world of information. This rapidly changing environment influences the profession in a variety of ways including whom we serve and through what service, how and where we practice librarianship, and even the very composition of the profession itself. We must look at the changes in society and make the appropriate reciprocal changes in how we educate future librarians, how we market the profession, and how we develop the profession as a whole. We, as life and health sciences librarians, need to meet these challenges head on in order to continue the evolution of the profession well into the twenty-first century.

Curriculum↗
PubMed2005

Introduction to Reference Sources in the Health Sciences: an interview with Jo Anne Boorkman, Jeffrey T. Huber and Fred W. Roper. Interview by Elizabeth Connor.

Few works serve as solid a framework for the field of health sciences librarianship or provide as many insights and detailed knowledge as Introduction to Reference Sources in the Health Sciences. Now in its fourth edition, the book's editors and contributors represent an impressive range of experience, expertise, and subject knowledge appreciated by practicing librarians in a variety of settings and by students of health sciences librarianship. Jo Anne Boorkman, Jeffrey T. Huber, and Fred W. Roper answered a series of questions about the latest edition of this seminal work, and offered opinions about reference works, services, and librarians.

Data Collection↗
PubMed1985

Heralds of science.

Explore the source record for details and available documents.

History, Modern 1601-↗
PubMed1999

Feasibility and marketing studies of health sciences librarianship education programs.

The University of North Carolina at Chapel Hill evaluated five curricular models designed to improve education for health sciences librarianship. Three of the models enhanced existing degree and certificate programs, and two were new programs for working information professionals. Models were developed with input from experts and a Delphi study; the marketability of the models was tested through surveys of potential students and employers; and recommendations were made as a guide to implementation. The results demonstrated a demand for more specialized curricula and for retraining opportunities. Marketing data showed a strong interest from potential students in a specialized master's degree, and mid-career professionals indicated an interest in postmaster's programs that provided the ability to maintain employment. The study pointed to the opportunity for a center of excellence in health sciences information education to enable health sciences librarians to respond to their evolving roles.

Certification↗
PubMed2004

Issues surrounding the administration of a credit course for medical students: survey of US academic health sciences librarians.

OBJECTIVES: For librarians developing a credit course for medical students, the process often involves trial and error. This project identified issues surrounding the administration of a credit course, so that librarians nationally can rely more upon shared knowledge of common practices and less upon trial and error. METHODS: A questionnaire was sent to the education services librarian at each medical school listed in the 2000 AAMC Data Book. A second questionnaire was sent to those librarians who did not return the first one. RESULTS: Of the 125 librarians surveyed, 82 returned the questionnaire. Of those 82, only 11 offered a credit course for medical students, though 19 more were in the process of developing one. Data were gathered on the following aspects of course administration: credit course offerings, course listing, information learned to administer the course, costs associated with the course, relationships with other departments on campus, preparation for teaching and grading, and evaluation of the course. CONCLUSIONS: Because of small number of respondents offering a credit course and institutional variations, making generalizations about issues surrounding the administration of a credit course is difficult. The article closes with a list of recommendations for librarians planning to develop a course.

Curriculum↗