https://jmla.mlanet.org/ojs/jmla/issue/feed Journal of the Medical Library Association 2021-11-23T09:02:22-05:00 Alexander J. Carroll, AHIP jmla@journals.pitt.edu Open Journal Systems <p>The <em>Journal of the Medical Library Association</em><em> (JMLA)</em> is the premier journal in health sciences librarianship, dedicated to advancing the practice and research knowledgebase of health sciences librarianship and providing <a href="/ojs/jmla/pages/view/equity" target="_self">equitable opportunities</a> for authors, reviewers, and editorial team members.</p><p><span><a href="http://www.ncbi.nlm.nih.gov/pmc/journals/93/">Read issues of the <em>JMLA</em> prior to January 2016 on PMC</a></span></p> https://jmla.mlanet.org/ojs/jmla/article/view/1387 Kristine M. Alpi, AHIP, FMLA, Medical Library Association President, 2021–2022 2021-11-23T09:02:22-05:00 Patricia E. Gallagher patriciaegallagher@gmail.com <span>In this profile, </span><span>Kristine M. Alpi, AHIP, FMLA, Medical Library Association (MLA) president, 2021–2022, is described as committed to public health, professional development, and the growth and evolution of MLA. She teaches and speaks on the shared health impact from interactions among animals, humans, and the environment, and she mentors graduate students and fellows in librarianship and informatics. Alpi earned her PhD in educational research and policy analysis in 2018 and directs the Oregon Health &amp; Science University Library. </span> 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Patricia E. Gallagher https://jmla.mlanet.org/ojs/jmla/article/view/1361 Sharing electronically and accessibly in library-led instruction 2021-11-23T09:02:22-05:00 Julia Jankovic Dahm jdahm@pitt.edu Julia Grace Reese jgr12@pitt.edu <p><span>The electronic information and technology accessibility project is a strategic overhauling of the digital instructional materials of the Health Sciences Library System (HSLS) to comply with the accessibility standards established in a 2020 University of Pittsburgh policy. Though these technologies have existed for quite some time, library instructors were not skilled in the actual creation and design of documents, web content, and presentations with accessibility in mind. Over the past year and a half, a team within HSLS developed detailed guidance and education on universal design and creating an inclusive online learning environment. These guidelines were developed in accordance with Section 508 and the WCAG2.1, with a focus on an improved experience for the D/deaf community and those with visual impairments. We initially made accessibility improvements to online subject guides, in-person presentations, and digitally shared class materials. The COVID-19 pandemic and complete shift to virtual instruction then necessitated the evaluation of platforms used in remote learning (such as Zoom and Panopto), where accessibility best practices needed to be incorporated. This article highlights going beyond in-program accessibility checkers and describes how library technology experts and content creators worked together to bridge the gap of accessibility in the information we share.</span></p> 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Julia Jankovic Dahm, Julia Grace Reese https://jmla.mlanet.org/ojs/jmla/article/view/1360 Analyzing University of Virginia Health publications using open data, Python, and Streamlit 2021-11-23T09:02:21-05:00 Anson Parker adp6j@virginia.edu Abbey Heflin aeh6m@virginia.edu Lucy Carr Jones lgc3t@virginia.edu <p class="Paragraph SCXW227531215 BCX0" style="margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; overflow-wrap: break-word; font-weight: normal; font-style: normal; vertical-align: baseline; font-kerning: none; background-color: transparent; color: windowtext; text-align: justify; text-indent: 0px;"><span>As part of a larger project to understand the publishing choices of UVA Health authors and support open access publishing, a team from the Claude Moore Health Sciences Library analyzed an open data set from Europe PMC, which includes metadata from PubMed records. We used the Europe PMC REST API to search for articles published in 2017–2020 with “University of Virginia” in the author affiliation field. Subsequently, we parsed the JSON metadata in Python and used Streamlit to create a data visualization from our public GitHub repository. At present, this shows the relative proportions of open access versus subscription-only articles published by UVA Health authors. Although subscription services like Web of Science, Scopus, and Dimensions allow users to do similar analyses, we believe this is a novel approach to doing this type of bibliometric research with open data and</span><span> </span><span>open source</span><span> </span><span>tools.</span><span> </span><span> </span></p> 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Anson Parker, Abbey Heflin, Lucy Carr Jones https://jmla.mlanet.org/ojs/jmla/article/view/1355 Where to Publish: helping health sciences professionals find journals for publication quickly and safely 2021-11-23T09:02:21-05:00 Matt Weaver weaverm2@ccf.org <strong> </strong><p> </p> 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Matt Weaver https://jmla.mlanet.org/ojs/jmla/article/view/1354 Physical collections, virtual classes: creating digital access to anatomy models for remote learning 2021-11-23T09:02:21-05:00 Daniel McCallum mccallumd384@cod.edu Laura Burt-Nicholas burt-nicholasl@cod.edu - 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Daniel McCallum, Laura Burt-Nicholas https://jmla.mlanet.org/ojs/jmla/article/view/1353 Partnership development of the COVID-19 Front Door: a best evidence resource 2021-11-23T09:02:21-05:00 Nancy J. Allee nallee@umich.edu Charles P. Friedman cpfried@umich.edu Allen J. Flynn ajflynn@umich.edu Chase Masters mastersc@umich.edu Kai Donovan annepz@umich.edu Jane Ferraro jferraro@med.umich.edu Roma Patel romap@umich.edu Joshua C. Rubin rubinjc@umich.edu <p><span>This project describes the creation of a single searchable resource during the pandemic, called the COVID-19 Best Evidence Front Door, with a primary goal of providing direct access to high-quality meta-analyses, literature syntheses, and clinical guidelines from a variety of trusted sources. The Front Door makes relevant evidence findable and accessible with a single search to aggregated evidence-based resources, optimizing time, discovery, and improved access to quality scientific evidence while reducing the burden of frontline health care providers and other knowledge-seekers in needing to separately identify, locate, and explore multiple websites.</span></p> 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Nancy J. Allee, Charles P. Friedman, Allen J. Flynn, Chase Masters, Kai Donovan, Jane Ferraro, Roma Patel, Joshua C. Rubin https://jmla.mlanet.org/ojs/jmla/article/view/1349 Pod save you: assisting the transition to audio-based asynchronous learning 2021-11-23T09:02:21-05:00 Brandon Patterson b.patterson@utah.edu Bryan Elias Hull bryan.hull@utah.edu <p class="AbstractParagraph"><span class="TitleInline"><span><span>Background<span>:</span></span></span></span> In 2017, an academic health sciences library in Utah developed a multimedia studio for students, faculty, and academic staff. Educational projects needing video, audio, and lecture capture could utilize a one-button studio for recording video sessions, microphones for audio, and various screen capture software for lectures. Since the pandemic, this service has seen rapid growth due to academic lectures going exclusively online. In response, the library launched a dedicated podcasting suite to accommodate the increase in students and faculty needing to record lectures or podcasts for others in the medical profession.</p><p class="AbstractParagraph"><span class="TitleInline"><span><span>Description<span>:</span></span></span></span> This article will outline the process of creating the podcasting suite and provide equipment rosters and methods other libraries may consider for establishing their own studio. Administrating duties of the studio will also be included, such as handling reservations and user assessment. An instructional guide for users is also included to assist patrons in accomplishing their podcast creations. </p><p dir="ltr"><span class="TitleInline"><span><span>Conclusion<span>:</span></span></span></span><span> Podcasts created in the space range from topics about teaching strategies in medicine to diagnoses and treatments of skin disorders. A podcasting suite is another way libraries can provide valuable services for asynchronous learning and student projects. Students, staff, and faculty have appreciated the ease of the service and the support behind it. A feedback loop was developed to further improve the space to meet the needs of users.</span></p> 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Brandon Patterson, Bryan Elias Hull https://jmla.mlanet.org/ojs/jmla/article/view/1343 LYRASIS Learning 2021-11-23T09:02:21-05:00 Karen L. Yacobucci karen.yacobucci@nyulangone.org - 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Karen L. Yacobucci https://jmla.mlanet.org/ojs/jmla/article/view/1331 Scite 2021-11-23T09:02:21-05:00 Stacy Brody sbrody98@gwu.edu - 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Stacy Brody https://jmla.mlanet.org/ojs/jmla/article/view/1320 Emerging Human Resource Trends in Academic Libraries 2021-11-23T09:02:21-05:00 Tamara M. Nelson tnelso24@uthsc.edu - 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Tamara M. Nelson https://jmla.mlanet.org/ojs/jmla/article/view/1318 Developing a Library Accessibility Plan: A Practical Guide for Librarians 2021-11-23T09:02:21-05:00 JJ Pionke pionke@illinois.edu - 2021-11-22T00:00:00-05:00 Copyright (c) 2021 JJ Pionke https://jmla.mlanet.org/ojs/jmla/article/view/1316 History in your hand 2021-11-23T09:02:21-05:00 Stephen J. Greenberg patzere4@gmail.com <p class="AbstractParagraph">In the swirl of current events including a pandemic and new chapters in the awareness of race and gender, it is the professional responsibility of librarians and archivists to create durable records for future scholars, so they can understand our present.</p> 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Stephen J. Greenberg https://jmla.mlanet.org/ojs/jmla/article/view/1315 Marketing and Social Media: A Guide for Libraries, Archives, and Museums 2021-11-23T09:02:21-05:00 Dana Haugh dana.haugh@yale.edu - 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Dana Haugh https://jmla.mlanet.org/ojs/jmla/article/view/1312 Telling lives in medicine: the impact of biography collections in medical education 2021-10-07T11:10:42-04:00 Sofia Fagiolo s.fagiolo@unicampus.it <p class="AbstractParagraph">This article briefly discusses the value and impact of biography collections in medical education by illustrating the case of the Campus Bio-Medico University of Rome (UCBM) Library. The UCBM Library collects, curates, and provides access to a special biography collection with the purpose of documenting the history of men and women who contributed in the field of medicine and related sciences. This article highlights the importance of academic medical libraries collecting biographical works in order to transmit knowledge and values in medical school curriculum.</p> 2021-10-05T00:00:00-04:00 Copyright (c) 2021 Sofia Fagiolo https://jmla.mlanet.org/ojs/jmla/article/view/1301 International health library associations urge the ICMJE to seek information specialists as peer reviewers for knowledge synthesis publications 2021-10-07T11:10:42-04:00 Sandy Iverson siverson@stfx.ca Maurella Della Seta maurella.dellaseta@gmail.com Carol Lefebvre clefebvr@augusta.edu Ann Ritchie ann.ritchie@alia.org.au Lisa Traditi lisa.traditi@cuanschutz.edu Kevin Baliozian baliozian@mail.mlahq.org N/A 2021-10-05T00:00:00-04:00 Copyright (c) 2021 Sandy Iverson, Maurella Della Seta, Lefebvre Carol, Ann Ritchie, Lisa Traditi, Kevin Baliozian https://jmla.mlanet.org/ojs/jmla/article/view/1295 ¡Presente!: Affirming Latinx voices within health sciences library scholarship 2021-11-23T09:02:21-05:00 Aidy Weeks aidy.weeks@gmail.com Adela V. Justice AVJustice@mdanderson.org Ruby Nugent ruby.nugent@unlv.edu Bredny Rodriguez b5rodriguez@ucsd.edu Brenda Linares blinares@kumc.edu <p class="AbstractParagraph">Increasing diverse author representation within medical librarianship scholarship among BIPOC information professionals is an important endeavor that requires closer examination. This commentary looks to examine the ways in which the profession can support Latinx librarians and library workers in fully participating within the scholarly pipeline by exploring our unique and authentic voices, structural barriers, hesitation and fears, Whiteness in the profession and knowledge production, bias in the peer review process, lack of resources and support, and finally, a call to action.</p> 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Aidy Weeks, Adela V. Justice, Ruby Nugent, Bredny Rodriguez, Brenda Linares https://jmla.mlanet.org/ojs/jmla/article/view/1294 CRediT for authors of articles published in the Journal of the Medical Library Association 2021-10-07T11:10:42-04:00 Kristine M. Alpi krisalpi@gmail.com Katherine G. Akers katherine.akers@wayne.edu <p><span>To help ensure that authors of articles published in the <em>Journal of the Medical Library Association</em> (<em>JMLA</em>) receive appropriate recognition for their contributions and to make individual author roles more transparent to readers, <em>JMLA </em>articles will begin including Author Contribution statements using the Contributor Role Taxonomy. </span></p> 2021-10-05T00:00:00-04:00 Copyright (c) 2021 Kristine M. Alpi, Katherine G. Akers https://jmla.mlanet.org/ojs/jmla/article/view/1279 Striving for equity: An update from the Journal of the Medical Library Association 2021-10-07T11:10:42-04:00 Katherine G. Akers katherine.akers@wayne.edu Ellen M. Aaronson ellen.aaronson@gmail.com Kathleen Amos kamos@phf.org Kelsa Bartley k.bartley@med.miami.edu Alexander J. Carroll alexander.j.carroll@vanderbilt.edu Thane Chambers thane@ualberta.ca John W. Cyrus cyrusjw@vcu.edu Erin R. B. Eldermire erb29@cornell.edu Brenda Linares blinares@kumc.edu Beverly Murphy beverly.murphy@duke.edu Melanie J. Norton melanie.norton@yale.edu JJ Pionke pionke@illinois.edu Amy Reyes abreyes@library.ucla.edu <p><span>In 2020, the <em>Journal of the Medical Library Association</em> (<em>JMLA</em>) launched an initiative aimed at providing more equitable opportunities for authors, reviewers, and editorial team members. This editorial provides an update on the steps we have taken thus far to empower authors, increase the diversity of our editorial team, and make equity-minded recommendations to the Medical Library Association. </span></p> 2021-10-05T00:00:00-04:00 Copyright (c) 2021 Katherine G. Akers, Ellen M. Aaronson, Kathleen Amos, Kelsa Bartley, Alexander J. Carroll, Thane Chambers, John W. Cyrus, Erin R. B. Eldermire, Brenda Linares, Beverly Murphy, Melanie J. Norton, JJ Pionke, Amy Reyes https://jmla.mlanet.org/ojs/jmla/article/view/1276 Gloria Werner, 1940–2021 2021-11-23T09:02:21-05:00 Alison Bunting alisbunting@gmail.com J. Michael Homan homan@mayo.edu <p><span>Gloria Werner, successor to Louise M. Darling at the UCLA Louise M. Darling Biomedical Library, university librarian emerita, and eighteenth editor of the <em>Bulletin of the Medical Library Association</em>, died on March 5, 2021, in Los Angeles. Before assuming responsibility in 1990 for one of the largest academic research libraries in the US, she began her library career as a health sciences librarian and spent twenty years at the UCLA Biomedical Library, first as an intern in the NIH/NLM-funded Graduate Training Program in Medical Librarianship in 1962–1963, followed by successive posts in public services and administration, eventually succeeding Darling as biomedical librarian and associate university librarian from 1979 to 1983. Werner’s forty-year career at UCLA, honored with the UCLA University Service Award in 2013, also included appointments as associate university librarian for Technical Services. She was president of the Association of Research Libraries in 1997, served on the boards of many organizations including the Association of Academic Health Sciences Library Directors, and consulted extensively. She retired as university librarian in 2002.</span></p> 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Alison Bunting, J. Michael Homan https://jmla.mlanet.org/ojs/jmla/article/view/1270 Video killed the multiple-choice quiz: capturing pharmacy students’ literature searching skills using a screencast video assignment 2021-11-23T09:02:21-05:00 Emily P. Jones epjones3@email.unc.edu Christopher S. Wisniewski wisniews@musc.edu <p class="AbstractParagraph"><span class="TitleInline"><span><span>Background:</span></span></span> In a flipped, required first-year drug information course, students were taught the systematic approach to answering drug information questions, commonly utilized resources, and literature searching. As co-coordinator, a librarian taught three weeks of the course focused on mobile applications, development of literature searching skills, and practicing in PubMed. Course assignments were redesigned in 2019 based on assessment best practices and replaced weekly multiple-choice quizzes used in prior iterations of the course.</p><p class="AbstractParagraph"><span class="TitleInline"><span><span>Case Presentation:</span></span></span> Following two weeks of literature searching instruction, students were assigned a drug information question that would serve as the impetus for the search they conducted. Students (n=66) had one week to practice and record a screencast video of their search in PubMed. Students narrated their video with an explanation of the actions being performed and were assessed using a twenty-point rubric created by the course coordinator and librarian. The librarian also created general feedback videos for each question by recording screencasts while performing the literature searches and clarifying troublesome aspects for students. The librarian spent about twenty-four hours grading and six hours writing scripts, recording, and editing feedback videos.</p><p class="AbstractParagraph"><span class="TitleInline"><span><span>Conclusion:</span></span></span> Most students performed well on the assignment and few experienced technical difficulties. Instructors will use this assignment and feedback method in the future. Screencast videos proved an innovative way to assess student knowledge and to provide feedback on literature searching assignments. This method is transferrable to any medical education setting and could be used across all health professions to improve information literacy skills.</p> 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Emily P. Jones, Christopher S. Wisniewski https://jmla.mlanet.org/ojs/jmla/article/view/1263 Colandr 2021-10-07T11:10:43-04:00 Melissa Kahili-Heede mkahili@hawaii.edu K. J. Hillgren hillgren@hawaii.edu N/A 2021-10-05T00:00:00-04:00 Copyright (c) 2021 Melissa Kahili-Heede, K. J. Hillgren https://jmla.mlanet.org/ojs/jmla/article/view/1262 Providing real-time resources in support of LGBTQ+ and HIV+ populations as information experts on the ECHO hub team: a case report 2021-11-23T09:02:21-05:00 Laura Menard lmenard@iu.edu Chelsea Misquith chelsea_misquith@brown.edu <p class="AbstractParagraph"><span class="TitleInline"><span><span>Background:</span></span></span> Project ECHO (Extension for Community Healthcare Outcomes) is a telehealth initiative that aims to reduce disparities in delivery of health care by leveraging technology and local expertise to provide guidance on specialized subjects to health care providers across the world. In 2018, a new ECHO hub convened in Indianapolis with a focus on health care for individuals in the lesbian, gay, bisexual, trans, and queer (LGBTQ+) populations. This ECHO iteration was one of the first of its kind and would soon be followed by a new <span>human immunodeficiency virus (</span>HIV) ECHO as well.</p><p class="AbstractParagraph"><span class="TitleInline"><span><span>Case Presentation:</span></span></span> In a novel approach, information professionals participated in the early planning stages of the formation of these ECHO teams, which enabled the provision of real-time medical evidence and resources at the point-of-need once the teams were launched. This case study demonstrates proof of concept for including health sciences librarians and/or information professionals in the ECHO as hub team members. In this case study, the authors describe and quantify the value added to the HIV and LGBTQ+ ECHO sessions by the medical librarians, as well as provide a template for how other telehealth initiatives can collaborate with their local health information professionals.</p><p class="AbstractParagraph"><span class="TitleInline"><span><span>Conclusions:</span></span></span> Librarian involvement in Project ECHO over the past three years has been enthusiastically received. The librarians have contributed hundreds of resources to ECHO participants, helped build and curate resource repositories, and expanded the embedded librarian program to an additional two ECHO iterations. ECHO hub team members report high rates of satisfaction with the performance of embedded librarians and appreciate the provision of point-of-need evidence to ECHO participants.</p> 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Laura Menard, Chelsea Misquith https://jmla.mlanet.org/ojs/jmla/article/view/1261 Proving the proverbial gadfly: situating the historical and racial context of Southern medical works by Mary Louise Marshall 2021-11-23T09:02:21-05:00 Aidy Weeks aidy.weeks@gmail.com <p class="AbstractParagraph">Health sciences librarianship has historically benefited from avoiding critical conversations around the role of race in the profession, reflected through a select few number of articles on the topic. The purpose of this study was to add to this body of literature and apply a critical librarianship framework on the early scholarly record of health sciences librarianship and the legacy of integration within the Medical Library Association (MLA). Three Southern medical works and the integration views of Mary Louise Marshall, the longest-serving president of MLA from 1941 to 1946, were thematically and textually analyzed to redress the profession’s long-standing legacy with Whiteness and Black, Indigenous, and People of Color (BIPOC) representation. In reframing the historic past of MLA both through Marshall’s works and her views, the goal is to acknowledge ways in which the profession has impeded progress and present steps to remedy appropriate outreach for the future.</p> 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Aidy Weeks https://jmla.mlanet.org/ojs/jmla/article/view/1260 EndNote 20 desktop version 2021-10-07T11:10:42-04:00 Terri Gotschall terri.gotschall@ucf.edu N/A 2021-10-05T00:00:00-04:00 Copyright (c) 2021 Terri Gotschall https://jmla.mlanet.org/ojs/jmla/article/view/1256 Health sciences librarians’ engagement in open science: a scoping review 2021-11-23T09:02:21-05:00 Dean Giustini dean.giustini@ubc.ca Kevin B. Read kevin.read@usask.ca Ariel Deardorff Ariel.Deardorff@ucsf.edu Lisa Federer lisa.federer@nih.gov Melissa L. Rethlefsen mlreflefsen@gmail.com <p class="AbstractParagraph">Objectives: To identify the engagement of health sciences librarians (HSLs) in open science (OS) through the delivery of library services, support, and programs for researchers.</p><p class="AbstractParagraph">Methods: We performed a scoping review guided by Arksey and O’Malley’s framework and Joanna Briggs’ Manual for Scoping Reviews. Our search methods consisted of searching five bibliographic databases (MEDLINE, Embase, CINAHL, LISTA, and Web of Science Core Collection), reference harvesting, and targeted website and journal searching. To determine study eligibility, we applied predetermined inclusion and exclusion criteria and reached consensus when there was disagreement. We extracted data in duplicate and performed qualitative analysis to map key themes.</p><p class="AbstractParagraph">Results: We included fifty-four studies. Research methods included descriptive or narrative approaches (76%); surveys, questionnaires, and interviews (15%); or mixed methods (9%). We labeled studies with one or more of FOSTER's six OS themes: open access (54%), open data (43%), open science (24%), open education (6%), open source (6%), and citizen science (6%). Key drivers in OS were scientific integrity and transparency, openness as a guiding principle in research, and funder mandates making research publicly accessible.</p><p class="AbstractParagraph">Conclusions: HSLs play key roles in advancing OS worldwide. Formal studies are needed to assess the impact of HSLs’ engagement in OS. HSLs should promote adoption of OS within their research communities and develop strategic plans aligned with institutional partners. HSLs can promote OS by adopting more rigorous and transparent research practices of their own. Future research should examine HSLs’ engagement in OS through social justice and equity perspectives.</p> 2021-11-22T00:00:00-05:00 Copyright (c) 2021 Dean Giustini, Kevin B. Read, Ariel Deardorff, Lisa Federer, Melissa L. Rethlefsen