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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.

UNIVERSITY OF KENTUCKY COLLEGE OF COMMUNICATION AND INFORMATION SCHOOL OF LIBRARY AND INFORMATION SCIENCE

GENERAL COURSE INFORMATION

LIS 690-209, Special Topics in LIS, Health Information Resources and Services Spring 2013 Online class Scheduled Meeting Day: Wednesdays, beginning January 9, 2013. All assignments are due by midnight of the day due. INSTRUCTOR INFORMATION Instructor Name: Mary L. Gillaspy, MLS, MS Instructor Telephone Number: 312.498.8279 Instructor Email Address: mary.gillaspy@uky.edu (Preferred method of contact) I will respond to student communications within 24 hours. If for any reason I am unable to respond within that time frame, I will notify you via the Blackboard system. COURSE DESCRIPTION A survey of information agencies and health science libraries, including topics related to: the health care community and their information needs, information resources in the health sciences, controlled medical terminologies and classification systems, search and retrieval of information resources, issues in the management of collections and access to health libraries. (Same as CJT 640.) Course Goals and Objectives: This course is designed to provide an introduction to the basic concepts and principles associated with health sciences librarianship. Upon successful completion of LIS 640, students will:

1. Understand the role of the health sciences library within the larger world of biomedicine; 2. Become thoroughly acquainted with the scholarly communication patterns, professional

literature, and key information sources in health sciences information services; 3. Become aware of the complex information needs of health professionals, patients, and families

and the role of the health sciences library in meeting these needs; 4. Develop an understanding of the organization and structure of the health care industry; 5. Review current trends and issues in the provision of health science information within libraries,

health centers, and other information agencies; 6. Explore in depth a topic germane to biomedicine and the role of the health sciences library and

librarian in contributing to the issue.

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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.

Topics include:

Health information environments Health care reform Evidence-based practice Health information infrastructure Scientific communication Consumer health and patient education Outreach and community education Health sciences librarianship as a career

Textbooks:

Foucault, Michel. The Birth of the Clinic: An Archaeology of Medical Perception. Translated from the French by A.M. Sheridan Smith. New York: Vintage Books, 1994, c1973. (ISBN-13: 9780679753346) Groopman, Jerome. How Doctors Think. Boston: Houghton Mifflin, 2007. (ISBN-13: 9780547053646) Journal articles are included as appropriate. Citations for articles are noted within the Course Calendar. Articles generally are available full text electronically from PubMed Central, and hyperlinks may be found via PubMed at http://www.ncbi.nlm.nih.gov/pubmed/. A few articles are not available this way but will be linked to Blackboard. Technological Requirements: Class sessions will be conducted via Blackboard. Students will submit written assignments using Microsoft Word. ASSIGNMENTS AND GRADING In addition to the texts and supplemental readings, students will complete seven assignments, including one trends and issues paper of 5–10 pages, a term paper of 20–30 pages, and a reflection paper of no more than 5 pages, all double spaced. Class participation via the discussion board and responses to both the instructor’s and other students’ postings is a requirement. A further expectation is that students will devote considerable time to synthesizing course content and familiarizing themselves with relevant resources. There will be no examinations in this class. Assignments are to be completed by midnight on the due date posted on the Course Calendar and in this Syllabus. Details of each assignment will be provided in Blackboard. Late assignments will be accepted only with prior permission from the instructor. Grading Scale: 90–100 A 80–89 B 70–79 C 60–69 D 0––60 F

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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.

Grades will be apportioned as follows: Assignments 1–4 36%

Trends and Issues Paper 20%

Term Paper 30%

Reflection Paper 4%

Class Participation 10%

Total 100%

Course Calendar: Session 1—January 9, 2013

Introductions. Introduce yourself to your colleagues in the Discussion Board section of Blackboard.

Overview of the course. Review the syllabus, course outline, readings, assignments, and expectations.

Assignment #1 distributed. Due Session 3.

Assignment #6 distributed. Due Session 14.

Session 2—January 16, 2013

Health Information Environments: Changing paradigms, structures, and physical spaces of health

science libraries

Explore the following Web sites:

National Library of Medicine (NLM) Be sure to read the “About the National Library of Medicine” sections. Pay particular attention to the Overview, NLM Organization, History of NLM, Reports and Plan about the Library, and Partners sections. National Network of Libraries of Medicine (NN/LM) Within the Partners section above, follow the link to the National Network of Libraries of Medicine NN/LM. At this Web site, pay particular attention to the About Us section. Click on the region where you live and then one other region, just to see if you notice differences. Medical Library Association (MLA)

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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.

Explore the Medical Library Association Web site, paying particular attention to the Overview section under About MLA and the Section Descriptions under Sections, Chapters, Groups. Association of Academic Health Science Libraries (AAHSL) Read the About AAHSL section and the Purpose on this Web site. Joint Commission on the Accreditation of Healthcare Organizations (JCAHO) On this Web site read About the Joint Commission, Facts about the Joint Commission, and Our History.

Read:

The Birth of the Clinic, preface–chapter 6.

*†Matheson NW. 1995. The idea of the library in the twenty-first century. Bulletin of the Medical Library

Association. 83(1): 1–7.

*Osler W. 1918. The science of librarianship. Bulletin of the Medical Library Association. 7(4): 70–74.

±Smith KA. 2008. Laws, leaders, and legends of the modern National Library of Medicine. Journal of the

Medical Library Association. 96(2): 121–133.

†Weise F. 2004. Being there: the library as place. Journal of the Medical Library Association. 92(1): 6–13.

†Lemkau HL. 2008. Constants, context, and change: the pursuit of purpose. Journal of the Medical

Library Association. 96(1): 12–19.

Session 3—January 23, 2013

Health Information Environments: Types of health science libraries, customers, and roles; ethics

Assignment 1 due.

Assignment 2 distributed. Due Session 5.

Due next week: Your term paper topic.

http://www.mlanet.org/about/ethics.html. Compare this code of ethics to the one on the SLA Web site,

http://www.sla.org/content/SLA/ethics_guidelines.cfm, and the ALA code of ethics,

http://www.ala.org/advocacy/proethics/codeofethics/codeethics.

Explore the Section Listings on the MLA Web site: http://www.mlanet.org/sections/sections.html. Pay

particular attention to the following ten Section sites, especially their resource sections and any others

that look interesting:

Chiropractic Libraries, Consumer and Patient Health Information, Dental, Federal Libraries,

History of the Health Sciences, Hospital Libraries (especially Vital Pathways), Nursing and Allied

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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.

Health Resources, Pharmacy and Drug Information, Public Health/Health Administration, and

Veterinary Medical Libraries.

While Corporate Information Services and Health Association Libraries represent important types of

health science libraries, the Web sites are not fleshed out. Excellent employment opportunities are

available in both areas, however, especially for dual-degreed professionals.

Read:

The Birth of the Clinic, chapter 7–conclusion.

Carbo T. 2003. Challenges for libraries creating one world: information ethics and policy issues for

medical librarians. Journal of the Medical Library Association. 91(3):281–284.

*King DN. 1987. The contribution of hospital library information services to clinical care: a study in eight

hospitals. Bulletin of the Medical Library Association. 75(4):291–301.

Klein-Fedyshin M. 2010. It was the worst of times, it was the best of times: positive trends influencing

hospital libraries. Journal of the Medical Library Association. 98(3):196–199.

Session 4—January 30, 2013

Health Information Environments: Clinical Medical Librarianship, Informationist Role Explore the

following Web site, http://www.mlanet.org/research/informationist/ , particularly Informationist or

Information Specialist in Context.

Due: Term paper topic.

Read:

Groopman, How Doctors Think, Introduction–Chapter 4.

Plutchak TS. 2000. Informationists and librarians. Bulletin of the Medical Library Association. 88(4):391–

392.

Plutchak TS. 2002. The informationist—two years later. Journal of the Medical Library Association.

90(4):367–369.

Robison RE, Ryan ME, Cooper ID. 2009. Inquiring Informationists: a qualitative exploration of our role.

Evidence Based Library and Information Practice. 4(1):4–16.

*Wagner KC, Byrd GD. 2004. Evaluating the effectiveness of clinical medical librarian programs. Journal

of the Medical Library Association. 92(1):14–33.

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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.

Session 5—February 6, 2013

Health Care Reform

Assignment 2 due.

Impact on libraries of the Patient Protection and Affordable Care Act and other federal legislation and

efforts toward health care reform (including comparative effectiveness research). Study the contents of

the following Web pages, part of the Effective Health Care Program developed by AHRQ, the Agency for

Healthcare Research and Quality.

http://effectivehealthcare.ahrq.gov/index.cfm/what-is-comparative-effectiveness-research1/

http://effectivehealthcare.ahrq.gov/index.cfm/tools-and-resources/

http://effectivehealthcare.ahrq.gov/index.cfm/research-summaries-for-consumers-clinicians-and-

policymakers/

Read:

Groopman, How Doctors Think, Chaps 5–7.

Rosenbaum S, Margulies R. 2011. Tax-exempt hospitals and the Patient Protection and Affordable Care

Act: Implications for Public Health Policy and Practice. Public Health Reports. March–April. 126:283–286.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3056045/pdf/phr126000283a.pdf

Session 6—February 13, 2013

Information Infrastructure: Electronic health information; technology and networked information

resources; medical libraries and social networking

Assignment for trends and issues paper, #5, distributed. Due Session 9.

Read:

Groopman, How Doctors Think, chapter 8.

Davidoff F, Miglus J. 2011. Delivering clinical evidence where it’s needed: building an information system

worthy of the profession. JAMA. 305(18):1906–1907.

Lindberg DAB, West RT, Corn M. 1992. IAIMS: an overview from the National Library of Medicine.

Bulletin of the Medical Library Association. 80(3):244–246.

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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.

Lorenzi NM. 1992. Introduction: Integrated Academic Information Management Systems (IAIMS).

Bulletin of the Medical Library Association. 80(3):240–243.

Freudenheim M. 2012. The ups and downs of electronic medical records. New York Times. October 8,

2012. http://www.nytimes.com/2012/10/09/health/the-ups-and-downs-of-electronic-medical-records-

the-digital-doctor.html?pagewanted=all

Haupt A. 2011. The era of electronic medical records. U.S. News & World Report. July 18, 2011.

http://health.usnews.com/health-news/most-connected-hospitals/articles/2011/07/18/most-

connected-hospitals

Group 1 read and summarize on the Discussion Board:

Hillestad R. et al. 2005. Can electronic medical record systems transform health care? Potential health

benefits, savings, and costs. Health Affairs. 24(5):1103–1117.

http://content.healthaffairs.org/content/24/5/1103.full

Group 2 read and summarize on the Discussion Board:

Roderer NK, Clayton PD. 1992. IAIMS at Columbia-Presbyterian Medical Center: accomplishments and

challenges. Bulletin of the Medical Library Association. 80(3):253–262.

Peruse: Many companies offer software to hospitals, clinics, and health systems to implement electronic

medical records. Two of these are Cerner and Epic. Take a look at their Web sites to get a sense of the

approaches these companies take to supplying software and services to their clients.

Read:

Lemley T, Burnham JF. 2009. Web 2.0 tools in medical and nursing school curricula. Journal of the

Medical Library Association. 97(1):50–52.

Dismukes J. 2009. How can medical libraries become more relevant in the age of digital information?

Library Student Journal. July 2009.

http://www.librarystudentjournal.org/index.php/lsj/article/view/120/237#bio

Assignment #3 distributed. Due Session 7.

Session 7—February 20, 2013

Scientific Communication: Publishing paradigms, journal costs, and future possibilities (Guest lecturer:

Mark Berendsen, Interim Head, Collection Management/Electronic Services Librarian, Galter Health

Sciences Library, Feinberg School of Medicine, Northwestern University)

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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.

Assignment #3 due.

Assignment #4 distributed. Due Session 11.

Read:

Groopman, How Doctors Think, Chapters 9–Afterword.

*Brandon AN. 1965. Selected list of books and journals for the small medical library. Bulletin of the

Medical Library Association. 53(3):329–364. (Pay particular attention to journal prices.)

†Forsman RB. 2005. Life and death on the coral reef: an ecological perspective on scholarly publishing in

the health sciences. Journal of the Medical Library Association. 93(1):7–15.

Murray S, Brophy J, Hoey J, Choi S, Giustini D, Kendall C, Maskalyk J, Palepu A. 2010. Open Medicine is

indexed in PubMed. Open Medicine. 1(1):E1.

Schlimgen JB, Kronenfeld MR. 2004. Update on inflation of journal prices: Brandon/Hill list journals and

scientific, technical, and medical publishing market. Journal of the Medical Library Association.

92(3):307–314. (Scan this article to compare journal prices from 1965 to 2004.)

Peruse the following Web sites, noting particularly the overview or About Us, FAQs, and other general

statements about the site.

PubMed Central, http://www.ncbi.nlm.nih.gov/pmc/

BioMed Central, http://www.biomedcentral.com/

Open Medicine, http://www.openmedicine.ca/

Public Library of Science, PLoS, http://www.plos.org/

Session 8—February 27, 2013

Evidence-based Practice, Evidence-based Librarianship

Read:

Eldredge JD. 2000. Evidence-based librarianship: an overview. Bulletin of the Medical Library

Association. 88(4):289–302.

McKibbon KA. 1998. Evidence-based practice. Bulletin of the Medical Library Association. 86(3):396–401.

Schardt C. 2011. Health information literacy meets EBP. Journal of the Medical Library Association.

99(1):1–2.

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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.

Review the following Web sites that feature different iterations of levels of evidence:

American Academy of Family Physicians,

http://www.aafp.org/online/en/home/publications/journals/afp/afplevels.html

Oxford Centre for Evidence-based Medicine, http://www.cebm.net/?o=1025

Evidence-based Nursing, http://ebp.lib.uic.edu/nursing/node/12

Levels of Evidence for Adult and Pediatric Cancer Treatment Studies,

http://cancer.gov/cancertopics/pdq/levels-evidence-adult-

treatment/HealthProfessional/page1/AllPages

Session 9—March 6, 2013

Consumer Health and Patient Education (Guest lecturers: Cindy Crosby, RN, BSN, MSN, Health

Education Specialist and Kristin Jordan, RN, BSN, MPH, Community Health Services Supervisor,

Community Health Education Center (CHEC), Salem Health, Salem, Oregon; Magdalyn Patyk, RN, MS,

BC, Manager, Patient Education and Women’s Programs and Education, Northwestern Memorial

Hospital, Chicago, Illinois)

Assignment #5, Trends and Issues paper, due.

Read:

Policy Statement, MLA and CAPHIS. 1996. The librarian’s role in the provision of consumer health

information and patient education. Bulletin of the Medical Library Association. 84(2):238–239.

Huber JT, Gillaspy ML. 2011. Knowledge/Power transforming the social landscape: the case of the

consumer health information movement. Library Quarterly. 81(4):405–430. (Document provided on

reserve.)

Kennedy MG, Kiken L, Shipman JP. 2008. Addressing underutilization of consumer health information

resource centers: a formative study. Journal of the Medical Library Association. 96(1):42–49.

Oliver KB, Lehmann HP, Wolff AC, Davidson LW, Donohue PK, Gilmore MM, Craven C, Roderer NK. 2011.

Evaluating information prescriptions in two clinical environments. Journal of the Medical Library

Association. 99(3):237–246.

The Social Life of Health Information 2011: http://pewresearch.org/pubs/1989/health-care-online-

social-network-users

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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.

Peruse the following Web sites, noting the varied approaches each uses to convey health information to

the public. Which do you think is the most effective, and why? Post your response on the Discussion

Board.

CHEC, Salem Health, Salem OR: http://www.salemhealth.org/chec/home.php

Connelly Resource Center for Families, CHOP, Philadelphia PA: http://www.chop.edu/visitors/family-

support-and-resources/connelly-center.html

HealthHub from Cleveland Clinic, Cleveland OH: http://my.clevelandclinic.org/health/default.aspx

Health Learning Centers, Chicago IL: http://www.nmh.org/nm/health-library

Patient Family Education Resource Center, Ann Arbor MI:

http://www.cancer.med.umich.edu/support/patient_education_resource_center.shtml

PlaneTree Health Information Center, Cupertino CA: http://www.planetree-sccl.org/

Stanford Health Library, Palo Alto CA: http://healthlibrary.stanford.edu/

Session 10—March 20, 2013

Outreach and Community Education (Guest Lecturer: Holly Trandel Manprisio, MPH, CHES, Program

Manager—External Affairs, Community Services, Northwestern Memorial Hospital)

Read:

Fama J, Berryman D, Harger N, Julian P, Peterson N, Spinner M, Varney J. 2005. Inside outreach: a

challenge for health sciences librarians. Journal of the Medical Library Association. 93(3):327–338.

Olney CA, Hansen L, Vickman A, Reibman S, Wood FB, Siegel E. 2011. Long-term outcomes of the ¡VIVA!

Peer Tutor Project: use of MedlinePlus by former peer tutors and the adults they taught. Journal of the

Medical Library Association. 99(4):317–320.

Ottoson JM, Green LW. 2005. Community outreach: from measuring the difference to making a

difference with health information. Journal of the Medical Library Association. 93(4)Supplement:S49–

S56.

Shen B. 2005. Ecologies, outreach, and the evolution of medical libraries. Journal of the Medical Library

Association. 93(4)Supplement:S86–S92.

Warner DG, Olney CA, Wood FB, Hansen L, Bowden VM. High school peer tutors teach MedlinePlus: a

model for Hispanic outreach. Journal of the Medical Library Association. 93(2):243–253.

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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.

Session 11—March 27, 2013

A Career as a Medical Librarian: What are the possibilities? What are the requirements? Overview of

management issues in medical libraries today.

Assignment 4 due.

Assignment 7, Reflection Paper, distributed. Due April 17, 2013.

Read:

Platform for Change: http://www.mlanet.org/education/platform/index.html

†Doyle JD. A job with a view: perspectives from the corporate side of the hospital. Journal of the Medical

Library Association. 91(1):12–17.

Session 12—April 3, 2013

Term paper questions and answers.

Session 13—April 10, 2013

Assignment 6, term paper, due.

Session 14—April 17, 2013

Assignment 7, reflection paper, due.

Wrap-up discussion.

Session 15—April 24, 2013

Student feedback and course evaluation.

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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.

BLACKBOARD USE

Contact information for Teaching and Learning Services Center:

Website: http://www.uky.edu/TASC/

Phone: 859‐257‐8272

Contact information for Information Technology Customer Service Center:

Website: http://www.uky.edu/UKIT/

Phone: 859-218-4357

Procedure for resolving technical complaints: contact instructor first, then TASC or ITCSC

Contact information for Distance Learning Library Services:

Website: http://www.uky.edu/Libraries/DLLS

Phone: 859 257‐0500, ext. 2171

Email: dllservice@email.uky.edu

Course reserves:

Website: http://www.uky.edu/Libraries/page.php?lweb_id=23&ltab_rank=3

Class participation via the discussion board and responses to the instructor’s, guest lecturers, and other

students’ postings is a requirement.

Submit written assignments using Microsoft Word.

POLICIES

Academic integrity

According to Senate Regulation 6.3.1: “All academic work, written or otherwise, submitted by

students to their instructors or other academic supervisors, is expected to be the result of their own

thought, research, or self-expression. In cases where students feel unsure about a question of plagiarism

involving their work, they are obliged to consult their instructors on the matter before submission.” For

specific information regarding the University’s code and regulations on plagiarism and cheating, visit:

http://www.uky.edu/StudentAffairs/Code/

http://www.uky.edu/StudentAffairs/Code/part2.html

http://www.uky.edu/Ombud/Plagiarism.pdf: “Plagiarism: What is it?”

Excused absences

Summarized from Senate Regulation 5.2.4.2: A student shall not be penalized for an excused absence.

The following are defined as excused absences:

Significant illness of the student or serious illness of a member of the student's household (permanent

or campus) or immediate family.

The death of a member of the student's household (permanent or campus) or immediate family.

Trips for members of student organizations sponsored by an educational unit, trips for University

classes, and trips for participation in intercollegiate athletic events, including club sports registered

with the university as well as varsity sports. Prior notification is required.

Major religious holidays. Prior notification is required.

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LIS690-209: Special Topics in LIS, Health Information Resources and Services *Included in centennial celebration issue of JMLA, Supplement, October 2012. †Text of Janet Doe lecture. ±Text of Leiter lecture.

Any other circumstances which the Instructor of Record finds reasonable cause for absence.

Students missing any graded work due to an excused absence bear the responsibility of informing the

Instructor of Record about their excused absence within one week following the period of the excused

absence (except where prior notification is required), and of making up the missed work. The Instructor of

Record shall give the student an opportunity to make up the work and/or the exams missed due to an

excused absence, and shall do so, if feasible, during the semester in which the absence occurred.

Excused absences’ effect on grading: Summarized from Senate Regulation 5.2.4.2: If attendance is

required by the class policies elaborated in the syllabus or serves as a criterion for a grade in a course, and

if a student has excused absences in excess of one-fifth of the class contact hours for that course, a student

shall have the right to petition for a "W", and the Instructor of Record may require the student to petition

for a "W" or take an "I" in the course. If a student has an excused absence on a day when a quiz is given,

the instructor may not deny permission for a makeup exam and simply calculate the student's grade on the

basis of the remaining requirements.

Academic accommodations due to disability

If you have a documented disability that requires academic accommodations, please see me as

soon as possible during scheduled office hours. In order to receive accommodations in this course, you

must provide me with a Letter of Accommodation from the Disability Resource Center (Room 2, Alumni

Gym, 257-2754, email address jkarnes@email.uky.edu) for coordination of campus disability services

available to students with disabilities.

Integration of the Syllabus with the Themes of Diversity, Assessment, and Technology

All UK professional education programs address and affirm the value of diversity in education,

the use of technology to support all aspects of instructional programming, and the importance of attaining

high levels of skill in assessing the outcomes of instruction. This course will provide students an

opportunity to demonstrate attention to these themes and reflect on the mechanisms that this course has

provided to demonstrate improved skills in these areas.