A core competency model for clinical informationists

Mohammadreza Hashemian, Firoozeh Zare-Farashbandi, Nikoo Yamani, Alireza Rahimi, Peyman Adibi

Abstract


Objectives: Access to high-quality information improves the quality of patient care, but lack of time and sufficient skills in information seeking can prevent access to information by clinicians. To solve this problem, clinical informationists can provide high-quality, filtered information for clinical team members. This study identified the core competencies that clinical informationists need to effectively fulfill their roles on clinical teams.

Methods: Participants were selected purposefully from clinicians and medical librarians. Data were collected through semi-structured interviews and analyzed using qualitative content analysis.

Results: The authors identified six competencies—communication, research, education and training, domain knowledge, information services, and technology—which together were used to develop a “CREDIT” model of core competencies for clinical informationists.

Conclusions: The CREDIT model can be used as criteria for evaluating the performance of clinical informationists as well as for developing and assessing clinical informationist educational programs and curriculums.

 This article has been approved for the Medical Library Association’s Independent Reading Program.


Keywords


Clinical Informationist; Core Competency Model

Full Text:

PDF HTML

References


Flynn MG, McGuinness C. Hospital clinicians’ information behaviour and attitudes towards the ‘clinical informationist’: an Irish survey. Health Inf Libr J. 2011 Mar;28(1):23–32. DOI: http://dx.doi.org/10.1111/j.1471-1842.2010.00917.x.

Greenhalgh T, Hughes J, Humphrey C, Rogers S, Swinglehurst D, Martin P. A comparative case study of two models of a clinical informaticist service. BMJ. 2002 Mar 2;324(7336):524–9. DOI: http://dx.doi.org/10.1136/bmj.324.7336.524.

Zare‐Farashbandi E, Zare‐Farashbandi F, Adibi P, Rahimi A. Pre‐requisites, barriers and advantages of clinical informationist participation in grand round: a qualitative study. Health Inf Libr J. 2020 Jun;37(2):143–51. DOI: http://dx.doi.org/10.1111/hir.12273.

Dee C, Stanley EE. Information-seeking behavior of nursing students and clinical nurses: implications for health sciences librarians. J Med Libr Assoc. 2005 Apr;93(2):213–22.

Davidoff F, Florance V. The informationist: a new health profession? Ann Intern Med. 2000 Jun 20;132(12):996–8. DOI: http://dx.doi.org/10.7326/0003-4819-132-12-200006200-00012.

Zareivenovel M, Abdorasoul k. How clinical librarian acts in evidence-based medicine? a systematic review. BMJ Open. 2017(supp 1):bmjopen-2016-015415.74.

Grefsheim SF, Whitmore SC, Rapp BA, Rankin JA, Robison RR, Canto CC. The informationist: building evidence for an emerging health profession. J Med Libr Assoc. 2010 Apr;98(2):147–56. DOI: http://dx.doi.org/10.3163/1536-5050.98.2.007.

Tahmasebi M, Adibi P, Zare-Farashbandi F, Papi A, Rahimi A. The educational role of clinical informationist on improving clinical education among medical students: based on Kirkpatrick model. J Educ Health Promotion. 2020 Feb 28;9:28.

Rankin JA, Grefsheim SF, Canto CC. The emerging informationist specialty: a systematic review of the literature. J Med Libr Assoc. 2008 Jul;96(3):194–206. DOI: http://dx.doi.org/10.3163/1536-5050.96.3.005.

Lawton A, Burns J. A review of competencies needed for health librarians—a comparison of Irish and international practice. Health Inf Libr J. 2014;32(2):84–94. DOI: http://dx.doi.org/10.1111/hir.12093.

Ma J, Stahl L, Knotts E. Emerging roles of health information professionals for library and information science curriculum development: a scoping review. J Med Libr Assoc. 2018 Oct;106(4):432–44. DOI: http://dx.doi.org/10.5195/jmla.2018.354.

Townsend WA, Anderson PF, Ginier EC, MacEachern MP, Saylor KM, Shipman BL, Smith JE. A competency framework for librarians involved in systematic reviews. J Med Libr Assoc. 2017 Jul;105(3):268–75. DOI: http://dx.doi.org/10.5195/jmla.2017.189.

Medical Library Association. MLA competencies for lifelong learning and professional success [Internet]. The Association; 2017 [cited 15 Mar 2020]. .

Ritchie A. ALIA/HLA competencies review 2018. J Health Inf Libr Australasia. 2020;1(1):28–35.

Giuse N, Jerome R. Task Force on the Information Specialist in Context (ISIC) final report: envisioning the information specialist in context (ISIC): a multi-center study to articulate roles and training models. Chicago, IL: Medical Library Association; 2006.

Byrd GD. Can the profession of pharmacy serve as a model for health informationist professionals? J Med Libr Assoc. 2002 Jan;90(1):68–75.

Lyon J, Giuse NB, Williams A, Koonce T, Walden R. A model for training the new bioinformationist. J Med Libr Assoc. 2004 Apr;92(2):188–95.

Campbell JM, Roderer NK. Fellowship training at Johns Hopkins: programs leading to careers in librarianship and informatics as informaticians or informationists. Med Ref Serv Q. 2005 Spring;24(1):93–9.

Guessferd M. The clinical librarian/informationist: past, present, future. J Hosp Librariansh. 2006;6(2):65–73.

Robison RR. Informationist education. Med Ref Serv Q. 2008 Fall;27(3):339–47.

Polger MA. The informationist: ten years later. J Hosp Librariansh. 2010;10(4):363–79.

Brown HA. Clinical medical librarian to clinical informationist. Ref Serv Rev. 2004;32(1):45–9.

Yousefy A, Changiz T, Yamani N, Zahrai RH, Ehsanpour S. Developing a holistic accreditation system for medical universities of the Islamic Republic of Iran. East Mediterr Health J. 2009 May–Jun;15(3):747–56.

Tootoonchi M, Yamani N, Changiz T, Yousefy A. Research priorities in medical education: a national study. J Res Med Sci. 2012 Jan;17(1):83–91.

Daei A, Rahimi A, Zare-Farashbandi F. Differences and similarities of the bachelor curriculum of medical library and information science with similar curriculums in Iran: a comparative study. J Health Admin. 2017;19(66):31–46.

Zarea-Gavgani V, Shokraneh F, Shiramin AR. Need for content re-engineering of the medical library and information science curriculum in Iran. Libr Philos Pract. 2011(Jan).

Tahmasebi M Z-FF, Adibi P, Papi A, Rahimi A. Effect of clinical informationists’ educational intervention on changing medical students’ information behavior. J Health Admin. 2019;22(3):105–17.

Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res. 2005 Nov;15(9):1277–88. DOI: http://dx.doi.org/10.1177/1049732305276687.

Kondracki NL, Wellman NS, Amundson DR. Content analysis: review of methods and their applications in nutrition education. J Nutr Educ Behav. 2002 Jul;34(4):224–30. DOI: http://dx.doi.org/10.1016/S1499-4046(06)60097-3.

Boswell C, Cannon S, eds. Introduction to nursing research. 4th ed. Burlington, MA: Jones & Bartlett Learning; 2017.

Verhoeven AA, Schuling J. Effect of an evidence-based answering service on GPs and their patients: a pilot study. Health Inf Libr J. 2004 Sep;21(suppl 2):27–35.

Marshall JG, Neufeld VR. A randomized trial of librarian educational participation in clinical settings. J Med Educ. 1981 May;56(5):409–16.

McGowan JJ. The role of health sciences librarians in the teaching and retention of the knowledge, skills, and attitudes of lifelong learning. Bull Med Libr Assoc. 1995 Apr;83(2):184–9.

Rosenberg WM, Deeks J, Lusher A, Snowball R, Dooley G, Sackett D. Improving searching skills and evidence retrieval. J R Coll Physicians Lond. 1998 Nov–Dec;32(6):557–63.




DOI: https://doi.org/10.5195/jmla.2021.1065

Refbacks

  • There are currently no refbacks.




Copyright (c) 2021 Mohammadreza Hashemian, Firoozeh Zare-Farashbandi, Nikoo Yamani, Alireza Rahimi, Peyman Adibi

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.