Journal of the Medical Library Association <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="">Read issues of the <em>JMLA</em> prior to January 2016 on PMC</a></span></p> University Library System, University of Pittsburgh en-US Journal of the Medical Library Association 1536-5050 <p><a href="" rel="license"><img src="" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="" rel="license">Creative Commons Attribution 4.0 International License</a>.</p> Kristine M. Alpi, AHIP, FMLA, Medical Library Association President, 2021–2022 <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> Patricia E. Gallagher Copyright (c) 2021 Patricia E. Gallagher 2021-11-22 2021-11-22 109 4 526–527 526–527 10.5195/jmla.2021.1387 Sharing electronically and accessibly in library-led instruction <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> Julia Jankovic Dahm Julia Grace Reese Copyright (c) 2021 Julia Jankovic Dahm, Julia Grace Reese 2021-11-22 2021-11-22 109 4 690–692 690–692 10.5195/jmla.2021.1361 Analyzing University of Virginia Health publications using open data, Python, and Streamlit <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> Anson Parker Abbey Heflin Lucy Carr Jones Copyright (c) 2021 Anson Parker, Abbey Heflin, Lucy Carr Jones 2021-11-22 2021-11-22 109 4 688–689 688–689 10.5195/jmla.2021.1360 Where to Publish: helping health sciences professionals find journals for publication quickly and safely <strong> </strong><p> </p> Matt Weaver Copyright (c) 2021 Matt Weaver 2021-11-22 2021-11-22 109 4 684–685 684–685 10.5195/jmla.2021.1355 Physical collections, virtual classes: creating digital access to anatomy models for remote learning - Daniel McCallum Laura Burt-Nicholas Copyright (c) 2021 Daniel McCallum, Laura Burt-Nicholas 2021-11-22 2021-11-22 109 4 686–687 686–687 10.5195/jmla.2021.1354 Partnership development of the COVID-19 Front Door: a best evidence resource <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> Nancy J. Allee Charles P. Friedman Allen J. Flynn Chase Masters Kai Donovan Jane Ferraro Roma Patel Joshua C. Rubin Copyright (c) 2021 Nancy J. Allee, Charles P. Friedman, Allen J. Flynn, Chase Masters, Kai Donovan, Jane Ferraro, Roma Patel, Joshua C. Rubin 2021-11-22 2021-11-22 109 4 680–683 680–683 10.5195/jmla.2021.1353 Pod save you: assisting the transition to audio-based asynchronous learning <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> Brandon Patterson Bryan Elias Hull Copyright (c) 2021 Brandon Patterson, Bryan Elias Hull 2021-11-22 2021-11-22 109 4 677–679 677–679 10.5195/jmla.2021.1349 LYRASIS Learning - Karen L. Yacobucci Copyright (c) 2021 Karen L. Yacobucci 2021-11-22 2021-11-22 109 4 705–706 705–706 10.5195/jmla.2021.1343 Scite - Stacy Brody Copyright (c) 2021 Stacy Brody 2021-11-22 2021-11-22 109 4 707–710 707–710 10.5195/jmla.2021.1331 Emerging Human Resource Trends in Academic Libraries - Tamara M. Nelson Copyright (c) 2021 Tamara M. Nelson 2021-11-22 2021-11-22 109 4 704 704 10.5195/jmla.2021.1320 Developing a Library Accessibility Plan: A Practical Guide for Librarians - JJ Pionke Copyright (c) 2021 JJ Pionke 2021-11-22 2021-11-22 109 4 703 703 10.5195/jmla.2021.1318 History in your hand <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> Stephen J. Greenberg Copyright (c) 2021 Stephen J. Greenberg 2021-11-22 2021-11-22 109 4 697–698 697–698 10.5195/jmla.2021.1316 Marketing and Social Media: A Guide for Libraries, Archives, and Museums - Dana Haugh Copyright (c) 2021 Dana Haugh 2021-11-22 2021-11-22 109 4 702 702 10.5195/jmla.2021.1315 Telling lives in medicine: the impact of biography collections in medical education <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> Sofia Fagiolo Copyright (c) 2021 Sofia Fagiolo 2021-10-05 2021-10-05 109 4 510–513 510–513 10.5195/jmla.2021.1312 International health library associations urge the ICMJE to seek information specialists as peer reviewers for knowledge synthesis publications N/A Sandy Iverson Maurella Della Seta Carol Lefebvre Ann Ritchie Lisa Traditi Kevin Baliozian Copyright (c) 2021 Sandy Iverson, Maurella Della Seta, Lefebvre Carol, Ann Ritchie, Lisa Traditi, Kevin Baliozian 2021-10-05 2021-10-05 109 4 503–504 503–504 10.5195/jmla.2021.1301 ¡Presente!: Affirming Latinx voices within health sciences library scholarship <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> Aidy Weeks Adela V. Justice Ruby Nugent Bredny Rodriguez Brenda Linares Copyright (c) 2021 Aidy Weeks, Adela V. Justice, Ruby Nugent, Bredny Rodriguez, Brenda Linares 2021-11-22 2021-11-22 109 4 693–696 693–696 10.5195/jmla.2021.1295 CRediT for authors of articles published in the Journal of the Medical Library Association <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> Kristine M. Alpi Katherine G. Akers Copyright (c) 2021 Kristine M. Alpi, Katherine G. Akers 2021-10-05 2021-10-05 109 4 362–364 362–364 10.5195/jmla.2021.1294 Striving for equity: An update from the Journal of the Medical Library Association <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> 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 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 2021-10-05 2021-10-05 109 4 359–361 359–361 10.5195/jmla.2021.1279 Gloria Werner, 1940–2021 <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> Alison Bunting J. Michael Homan Copyright (c) 2021 Alison Bunting, J. Michael Homan 2021-11-22 2021-11-22 109 4 699–701 699–701 10.5195/jmla.2021.1276 Video killed the multiple-choice quiz: capturing pharmacy students’ literature searching skills using a screencast video assignment <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> Emily P. Jones Christopher S. Wisniewski Copyright (c) 2021 Emily P. Jones, Christopher S. Wisniewski 2021-11-22 2021-11-22 109 4 672–676 672–676 10.5195/jmla.2021.1270 Colandr N/A Melissa Kahili-Heede K. J. Hillgren Copyright (c) 2021 Melissa Kahili-Heede, K. J. Hillgren 2021-10-05 2021-10-05 109 4 523–525 523–525 10.5195/jmla.2021.1263 Providing real-time resources in support of LGBTQ+ and HIV+ populations as information experts on the ECHO hub team: a case report <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> Laura Menard Chelsea Misquith Copyright (c) 2021 Laura Menard, Chelsea Misquith 2021-11-22 2021-11-22 109 4 631–636 631–636 10.5195/jmla.2021.1262 Proving the proverbial gadfly: situating the historical and racial context of Southern medical works by Mary Louise Marshall <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> Aidy Weeks Copyright (c) 2021 Aidy Weeks 2021-11-22 2021-11-22 109 4 528–539 528–539 10.5195/jmla.2021.1261 EndNote 20 desktop version N/A Terri Gotschall Copyright (c) 2021 Terri Gotschall 2021-10-05 2021-10-05 109 4 520–522 520–522 10.5195/jmla.2021.1260 Health sciences librarians’ engagement in open science: a scoping review <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> Dean Giustini Kevin B. Read Ariel Deardorff Lisa Federer Melissa L. Rethlefsen Copyright (c) 2021 Dean Giustini, Kevin B. Read, Ariel Deardorff, Lisa Federer, Melissa L. Rethlefsen 2021-11-22 2021-11-22 109 4 540–560 540–560 10.5195/jmla.2021.1256