Library involvement in health informatics education for health professions students and practitioners: a scoping review
Keywords:health sciences libraries, educational services, librarian-educators, informatics education
Objective: The purpose of this scoping review is to evaluate the extent of library or librarian involvement in informatics education in the health domain.
Methods: We searched eight databases from their inception to 2019 for reports of informatics educational activities for health professionals or health professions students that involved library staff or resources. Two reviewers independently screened all titles/abstracts (n=2,247) and resolved inclusion decisions by consensus. From the full text of the 36 papers that met the inclusion criteria, we extracted data on 41 educational activities.
Results: The most frequent coded purposes of activities were “teaching clinical tools” (n=19, 46.3%) and “technology” (n=17; 41.5%). Medical students were the most frequent primary audience (34.1%), though 41.5% of activities had multiple audiences. Evaluation was reported for 24 activities (58.5%), only a few of which assessed short or post-activity impact on attitudes, knowledge, or skills. The most common long-term outcome was applying skills in other courses or clinical experiences. Thematic analysis yielded three areas of outcomes and issues for the library and organizational partners: expanded opportunities, technology and resource issues, and value demonstration.
Conclusions: Limited published examples of health informatics educational activities provide models for library roles in informatics education. More librarians should report on their informatics educational activities and provide sufficient details on the interventions and their evaluation. This would strengthen the evidence base about the potential impact of libraries within informatics education.
Zimmerman JL, van Bemmel JH, Rienhoff O. Integrated Academic Information Management Systems (IAIMS). Part III. Implementation of integrated information services. Medical informatics education. J Am Soc Inf Sci 1988;39(2):138-41. DOI: 10.1002/(SICI)1097-4571(198803)39:2<138:AID-ASI14>3.0.CO;2–9.
Eldredge JD, Morley SK, Hendrix IC, Carr RD, Bengtson J. Library and informatics skills competencies statements from major health professional associations. Med Ref Serv Q 2012;31(1):34–44. DOI: https://doi.org/10.1080/02763869.2012.641839.
MLA. Medical Informatics Caucus [Internet] Chicago, IL: The Association [updated 2020; cited 28 May 2020]. <https://www.mlanet.org/p/cm/ld/fid=532>.
Kulikowski CA, Shortliffe EH, Currie LM, Elkin PL, Hunter LE, Johnson TR, Kalet IJ, Lenert LA, Musen MA, Ozbolt JG, Smith JW. AMIA Board white paper: definition of biomedical informatics and specification of core competencies for graduate education in the discipline. J Am Med Inform Assoc 2012;19(6):931–8. DOI: https://doi.org/10.1136/amiajnl-2012-001053.
King SB, MacDonald K. Metropolis redux: the unique importance of library skills in informatics. J Med Libr Assoc 2004;92(2):209–17.
Eldredge JD, Ascher MT, Holmes HN, Harris MR. The new Medical Library Association research agenda: final results from a three-phase Delphi study. J Med Libr Assoc 2012;100(3):214–8. Epub 2012/08/11. DOI: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3411260/.
Ascher MT, Holmes HN, Eldredge JD. Addressing the MLA Research Agenda questions: where are we now? Poster presented at the 2013 Meeting of the Medical Library Association; Boston, MA.
Dorsch JL, Jacobson S, Scherrer CS. Teaching EBM teachers: a team approach. Med Ref Serv Q. 2003;22(2):107–14. DOI: https://doi.org/10.1300/J115v22n02_10.
Schwartz DG, Nolan L, Schlicht MP. Teaching medical computing skills to internal medicine residents. Med Ref Serv Q. 1997;16(2):55–60. DOI: https://doi.org/10.1300/J115v16n02_07.
Hinegardner PG, Lansing PS. Nursing informatics programs at the University of Maryland at Baltimore. Bull Med Libr Assoc 1994;82(4):441–3 [cited 28 May 2020]. <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC225973/>.
Giuse NB, Huber JT, Giuse DA, Kafantaris SR, Stead WW. Integrating health sciences librarians into biomedicine. Bull Med Libr Assoc 1996;84(4):534–40 [cited 28 May 2020]. <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC226193/>.
Devitt N, Murphy J. A survey of the information management and technology training needs of doctors in an acute NHS trust in the United Kingdom. Health Info Libr J 2004;21(3):164–72. DOI: https://doi.org/10.1111/j.1471-1842.2004.00492.x.
King SB, Lapidus M. Metropolis revisited: the evolving role of librarians in informatics education for the health professions. J Med Libr Assoc 2015;103(1):14–8. Epub 2015/01/02. DOI: https://doi.org/10.3163/1536-5050.103.1.003.
Peters MD, Godfrey CM, Khalil H, McInerney P, Parker D, Soares CB. Guidance for conducting systematic scoping reviews. Int J Evid Based Healthc 2015;13(3):141–6.
Lauseng D, Alpi KM, Linares BM, Sullo E, von Isenburg M. Protocol: library involvement in informatics education for health professions students and practitioners: a scoping review. [rev. 18 February 2020; cited 8 July 2020]. <https://osf.io/cwphz/>.
Tricco AC, Lillie E, Zarin W, O'Brien KK, Colquhoun H, Levac D, et al. PRISMA Extension for Scoping Reviews (PRISMA-ScR): checklist and explanation. Ann Intern Med 2018;169(7):467–73. Epub 2018/09/05. DOI: https://doi.org/10.7326/M18-0850.
Urbaniak G, Plous S. Research randomizer (version 4.0) [computer software]. 2013.
Turman LU, Koste JL, Home AS, Hoffman CE. A new role for the clinical librarian as educator. Med Ref Serv Q 1997;16(1):15–23. DOI: http://dx.doi.org/10.1300/J115v16n01_02.
Epstein BA, Tannery NH, Wessel CB, Yarger F, LaDue J, Fiorillo AB. Development of a clinical information tool for the electronic medical record: a case study. J Med Libr Assoc 2010;98(3):223. DOI: http://dx.doi.org/10.3163/1536-5050.98.3.010.
Tomasko JM, Adams NE, Garritano FG, Santos MC, Dillon PW. Collaborating to increase access to clinical and educational resources for surgery: a case study. J Surg Educ 2014;71(1):32-5. DOI: https://doi.org/10.1016/j.jsurg.2013.03.004.
Airth-Kindree N, Vandenbark RT. Mobile applications in nursing education and practice. Nurse Educ 2014;39(4):166–9. Epub 2014/06/18. DOI: https://doi.org/10.1097/NNE.0000000000000041.
Stoddard MJ. Handhelds in the health sciences library. Med Ref Serv Q 2001;20(3):75–82. DOI: http://dx.doi.org/10.1300/J115v20n03_08.
Morgen EB. Implementing PDA technology in a medical library: experiences in a hospital library and an academic medical center library. Med Ref Serv Q 2003;22(1):11–9. DOI: https://doi.org/10.1300/J115v22n01_02.
Crowell K, Shaw-Kokot J. Extending the hand of knowledge: promoting mobile technologies. Med Ref Serv Q 2003;22(1):1–9. DOI: https://doi.org/10.1300/J115v22n01_01.
Wallace RL. PDA training of faculty physicians. J Electron Resour Med Libr 2008;4(4):27–39. DOI: https://doi.org/10.1300/J383v04n04_03.
Modica SF. The Camp PDA experience. J Electron Resour Med Libr 2008;5(2):179–86. DOI: https://doi.org/10.1080/15424060802064436.
Griffin-Sobel JP, Acee A, Sharoff L, Cobus-Kuo L, Woodstock-Wallace A, Dornbaum M. A transdisciplinary approach to faculty development in nursing education technology. Nurs Educ Perspect 2010;31(1):41–3.
Hart JK, Newton BW, Boone SE. University of Arkansas for Medical Sciences electronic health record and medical informatics training for undergraduate health professionals. J Med Libr Assoc 2010;98(3):212. DOI: https://doi.org/10.3163/1536-5050.98.3.007.
Knehans A, Schirm V. Partnering to promote evidence-based practice by implementing Nursing Reference Center at the point of care. J Hosp Librariansh 2015;15(2):151–60.
Friedman CP, Oxford GS, Juliano EL. A collaborative institutional model for integrating computer applications in the medical curriculum. Proc Annu Symp Comput Appl Med Care 1991:752–6.
Geyer EM, Irish DE. Isolated to integrated: an evolving medical informatics curriculum. Med Ref Serv Q 2008;27(4):451–61. DOI: https://doi.org/10.1080/02763860802368324.
Burnette MH, De Groote SL, Dorsch JL. Medical informatics in the curriculum: development and delivery of an online elective. J Med Libr Assoc 2012;100(1):61–3. DOI: https://doi.org/10.3163/1536-5050.100.1.011.
Collins B, Linton A, Merril J, Pomerantz K, Winthrop S. Introducing computer literacy skills for physicians. Med Ref Serv Q 1992;11(4):1–9. DOI: https://doi.org/10.1300/j115v11n04_01.
Carlson K. A Librarian’s Firsthand Experience at the Fall 2017 National Library of Medicine’s Georgia Biomedical Informatics Course. J Hosp Librariansh 2018;18(2):185–95.
Fernando J, Lindley J. Lessons learned from piloting mHealth informatics practice curriculum into a medical elective. J Am Med Inform Assoc 2018;25(4):380–384. DOI: https://doi.org/10.1093/jamia/ocx076.
Fuji KT, Galt KA. An online health informatics elective course for doctor of pharmacy students. Am J Pharm Educ 2015;79(3):41. DOI: https://doi.org/10.5688/ajpe79341.
He Z, Maguard J, Henneman E. Model guided design and development process for an electronic health record training program. AMIA Annu Symp Proc 2017;2016:1814–1821.
Crabtree EA, Brennan E, Davis A, Squires JE. Connecting education to quality: engaging medical students in the development of evidence-based clinical decision support tools. Acad Med 2017;92(1):83–6. DOI: https://doi.org/10.1097/ACM.0000000000001326.
Payne PRO, Bernstam EV, Starren JB. Biomedical informatics meets data science: current state and future directions for interaction. JAMIA Open 2018;1(2):136–41. DOI: https://doi.org/10.1093/jamiaopen/ooy032.
Nevius AM, Ettien AL, P. A, Sobel LY. Library instruction in medical education: a survey of current practices in the United States and Canada. J Med Libr Assoc 2018;106(1):98. DOI: https://doi.org/10.5195/jmla.2018.374.
Hoffmann TC, Glasziou PP, Boutron I, Milne R, Perera R, Moher D, Altman DG, Barbour V, Macdonald H, Johnston M, Lamb SE, Dixon-Woods M, McCulloch P, Wyatt JC, Chan A-W, Michie S. Better reporting of interventions: template for intervention description and replication (TIDieR) checklist and guide. BMJ. 2014;348:g1687. DOI: https://doi.org/10.1136/bmj.g1687.
Albarqouni L, Glasziou P, Hoffmann T. Completeness of the reporting of evidence-based practice educational interventions: a review. Med Educ 2018;52(2):161–70. DOI: https://doi.org/10.1111/medu.13410.
Hannigan GG, Seago BL. Medical Informatics and Education and Training columns will merge. Med Ref Serv Q 1999;18(1):73–5. DOI: https://doi.org/10.1300/J115v18n01_08.
Anderson MB. Really good stuff: Lessons learned through innovations in medical education. Med Educ. 2013;47(5):513. DOI: https://doi.org/10.1111/medu.12181.
This work is licensed under a Creative Commons Attribution 4.0 International License.