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At least 163 records · Page 9Linked to original sources
PubMed1978

Evaluation of a clinical medical librarian program at the Yale Medical Library.

A clinical medical librarian (CML) program in a large university-based teaching hospital setting is viewed by the majority of clinicians as education-oriented, with slightly fewer clinicians viewing it as patient care oriented. The CML service has been utilized for research purposes only when it is clear that case-relevant information can evolve into research intended to have "clinical" impact. This study reports the results of a questionnaire circulated among clinicians receiving CML support by a large medical school library. Results indicate that (1) the CML effected a change in information-seeking behavior by the clinicians--they obtained information that would not have been available to them if the CML had not been present in patient-management conferences; (2) relevancy of information provided by the CML was judged by the clinicians to be very high; (3) the accuracy of the CML's search, coupled with the rapidity of delivery, was found to be highly satisfactory; (4) acceptance of the CML within the patient care setting was acknowledged by the majority of clinicians, who contact the CML in-hospital and overwhelmingly prefer to do so; and (5) there was no statistically significant variation in the manner in which different medical specialties use the services of a CML. These findings justify implementation of a clinical medical librarian program, on a modified basis, as an additional service to already existing reference services offered by a large medical school library.

Connecticut↗
PubMed1972

The development of education for medical librarians.

Formal education for medical library specialization was initiated only thirty-two years ago despite the fact that medical libraries received special treatment for many years before that time. The philosophy of specialized education was developed as early as 1925, and this theory was finally put into practice beginning with the medical reference and bibliography course given at Columbia in 1939. In the late 1940s the requisites for medical librarians were formalized into a certification code by the Medical Library Association, and since that time specialized education for medical librarians has grown stronger using this code as a guideline. This education consists basically of two types-formal library school courses and internship programs which offer a working-while-learning situation. Now that the established programs have a few years of history, there is a need for evaluation and restatement of goals and methods.

Allied Health Personnel↗
PubMed1980

Education and training for computer-based reference services: review of training efforts to date.

This article raises several questions regarding training for computer-based reference services, including who is to be trained and who is responsible for training. It discusses these issues and then provides a summary of the training provided to date by search service suppliers, database suppliers, library schools and extension programs, library cooperatives, and professional organizations. The available training materials are also discussed. Some projections are made of likely future activities.

Information Systems↗
PubMed1979

Training at the postgraduate level for medical librarians: a review.

Postgraduate education for medical librarians is approachable from several perspectives, including internships, certificate programs, and continuing education programs. The diverse population of medical library personnel calls for a varied yet coordinated system of postgraduate education involving the Medical Library Association, regional medical libraries, library schools, and the National Library of Medical, in addition to active participation by all librarians in the health sciences field. Basic philosophies for each of the major types of programs are discussed and recommendations for future training of health sciences librarians are provided.

Education, Continuing↗
PubMed1987

Educational services in health sciences libraries: an analysis of the periodical literature, 1975-1986.

The periodical literature on group instructional services in health sciences libraries was analyzed to determine the nature of these services, their target audiences, and their institutional settings. Three kinds of reports were identified: descriptions of services (70%), reviews of the literature (10.5%), and future-oriented articles that advocate various group instructional services (19.5%). Five target audiences were identified: library users, staff, librarian peers, library science students, and patients. Instructional services were offered primarily in medical school/center libraries, hospital libraries, and the National Library of Medicine and its Regional Medical Libraries (RMLs). To a lesser extent, health sciences educational services are offered through other professional school libraries, library associations and consortia, and schools of library science. There are gaps in the literature in the areas of library experience with marketing, evaluation, administration of the offered educational services, and continuing education for health sciences librarians.

Education↗
PubMed1996

Library instruction in the medical school curriculum: a survey of medical college libraries.

Future physicians must learn to cope with continuing changes in access to medical information. New instructional techniques, such as problem-based learning, emphasize the importance of research skills to medical students. To investigate the feasibility of establishing library instruction as a required part of the East Tennessee State University College of Medicine curriculum for undergraduates, the university's medical library surveyed 123 medical school libraries to determine the level of instruction offered by other academic medical libraries. The survey asked whether formal instruction was offered or required, and which courses were taught at each level of undergraduate training. Analysis of the fifty-five responses revealed that 75% offered formal library instruction, and that 49% of these respondents (36% of the total sample) required all students to take such courses. The courses offered most often were library tours, online catalog instruction, and MEDLINE-on-CD-ROM classes. Overall, thirty-three different course titles were offered by responding libraries. The majority of classes involved second- and third-year students. The survey responses reveal the prevalence of required library instruction in medical school curricula, and a broad-scale commitment to the development of lifelong learning skills among future health professionals.

CD-ROM↗
PubMed1991

Clinical medical librarian: the last unicorn?

In the information age of the 1990s, the clinical medical librarian (CML) concept, like many other personalized library services, is often criticized as being too labor-intensive and expensive; others praise its advantages. To determine the attitudes of medical school library directors and clinical department heads toward implementation and feasibility of a CML program, forty randomly selected medical schools were surveyed. A double-blind procedure was used to sample department heads in internal medicine, pediatrics, and surgery, as well as health sciences library directors identified by the Association of Academic Health Sciences Library Directors (AAHSLD) annual statistics. The survey instrument was designed to measure responses to the following attitudinal variables: acceptance and nonacceptance of a CML program; importance to patient care, education, and research; influence on information-seeking patterns of health care professionals; ethical issues; CML extension services; and costs. Seventy-nine usable questionnaires out of a total of 120 (66%) were obtained from clinical medical personnel, and 30 usable questionnaires out of a total of 40 (75%) were obtained from medical school library directors. Survey results indicated significant differences between clinical medical personnel and library personnel regarding attitudes toward CML influence on information-seeking patterns, ethics, alternative CML services, and costs. Survey results also indicated a continuing strong support for CML programs in the medical school setting; however, differences of opinion existed toward defining the role of the CML and determining responsibility for funding.

Attitude of Health Personnel↗
PubMed1970

Integrating information services for dental schools into a health sciences library.

Standards for dental school libraries are first discussed, and the actual state of such libraries described. Advantages and disadvantages of combining the dental library with the health sciences library are weighed. A description is given of the experience at UCLA of integrating dentistry into the total Biomedical Library, with details on serial and monograph selection, together with figures on the size of the collection. Services required of a dental library are detailed, and particular services offered by UCLA described.

California↗
PubMed2003

The Maine electronic document delivery project: a cooperative project of Maine hospital libraries and the NN/LM New England Region.

The article discusses an Ariel document delivery project with seven Maine hospital libraries, the University of Massachusetts Medical School Library (UMass), and the New England Regional office of the National Network of Libraries of Medicine. Funding was awarded to six network members to purchase equipment or Ariel software. UMass served as a document provider. During the test, libraries received documents from UMass via Ariel or via the Web as a PDF document. This form of document delivery was faster than standard service with better quality of delivered articles. The column describes the project and outlines possible future steps.

Computer Communication Networks↗