Monday, September 29, 2014

Calling all library students - Ask a Medical Librarian Chat w/ SJSU - Thursday Oct 2

Edit: Transcript available at 

Ask a Medical Librarian Chat #medlibs chat
Thursday, October 2, 2014
9pm Eastern/6pm Pacific
Hosted by Molly Knapp (@dial_m) & Laura Wright (@lauraiswright)

Calling all library students - Join the SJSU Special Libraries Association (SLA) student group and #medlibs chat on Thursday, October 2nd from 9-10 pm EDT (6-7 pm PDT) to discuss issues relating to medical librarianship. #medlibs chat will be answering any questions that you might have about being a medical librarian.

Topics will include
What do #medlibs do all day?  Tweet.
  • What medical librarians do all day?
  • What are hot topics in medical libraries?
  • What challenges do medical libraries face?
  • How are medical libraries different from other types of libraries? 
  • How are medical libraries similar to other types of libraries?
  • What knowledge, skills and abilities are needed to break into the medical library job field?

Any questions you have about medical librarianship are welcome!

Join us on Twitter for a 1 hour discussion. Never participated in a Twitter hashtag chat or #medlibs before? Check out this overview and come on in, we are a supportive community and welcome all newcomers.

Monday, September 22, 2014

Journal Club: Engaging Medical Librarians to Improve the Quality of Review Articles

Edit: Transcript available at 

#medlibs Journal Club Chat
Thursday, September 25, 2014
9:00 pm Eastern / 6:00 pm Pacific
Led by Tony Nguyen & Ryan Madanick, MD

We're having a special Journal Club discussion this Thursday! #medlibs and #meded are having a joint discussion on the following article:

Rethlefsen ML, Murad MH, Livingston EH. Engaging medical librarians to improve the quality of review articles. JAMA. 2014 Sep 10; 312(10):999-1000. doi: 10.1001/jama.2014.9263. PMID: 25203078. Accessed September 22, 2014. Available at:

TOPIC 1: How can librarians & academic physicians best collaborate in performing and drafting systematic reviews?

TOPIC 2: How can journals require syst reviews to have such strict standards w despite lmted resources ($, demand for #medlibs, etc)? Medical librarians are already experts at literature searching, while physicians rarely are.

TOPIC 3: To what degree should medical & other healthcare students/trainees learn such skills vs collaborate w librarians?

TOPIC 4: How can interprofessional education at various levels of training include librarians to foster better engagement?

Co-author Melissa Rethlefsen's thoughts:

  • The article was written to be a JAMA standard for authors writing systematic and other types of review article. Should the standards be so high for non-systematic reviews?
  • What are the best ways for librarians to collaborate with physicians and other review authors?
  • Do medical libraries have the capacity to handle the potential demand for our services?
  • Do all medical librarians need to brush off their expert searching skills, or can we continue to be specialized?
  • Searching services might be costly at some institutions or not available. How will the inequity in services affect review authors?
  • The article strongly encourages librarians to be co-authors. What is the most effective way to become an author versus acknowledged?
  • Many review article authors use librarian to do searches, but don't credit them, even with an acknowledgment. How can we change that culture?
  • Librarians have already begun peer-reviewing systematic review journal submissions. It may become more common. How should that impact the training researchers receive?
  • JAMA included medical librarians as part of the clinical research team; can inter-professional education including librarians help foster better engagement?
  • The article was not focused on systematic reviews, but many of the techniques included are based on systematic review methodology. Are expert reviews dead?
  • Training health care professional students to become expert searches on the level needed for a systematic review is not desirable. When, if ever, should we teach those skills?
  • How can we encourage other journals to adopt similarly rigorous standards that require medical librarian engagement? 

Wednesday, September 17, 2014

Scheduling Chat

Edit: Transcript available at 

Topics & Scheduling/Open Mic  

Thursday, September 18, 2014
9:00 pm Eastern/6:00 pm Pacific time

Led by Nikki Dettmar (@eagledawg)

Thanks to your ideas and interests we are solidly scheduled through Fall (so you can love or leave the whole pumpkin spice thing) but Winter and 2015 will be upon us before you know it. Let's not lose our strong momentum that is bringing more collaboration (stay tuned for a joint #meded #medlibs chat about Melissa Rethlefsen's recent JAMA article next week!), library student participation (such as last week's visit by Sally Gore's class and a future Library Student Q&A chat in October), and professional networking to our field. 

Bring your ideas, enthusiasm and calendars - the dynamic networking of #medlibs can't happen by itself without you and some planning.  Also please don't feel that you need to be the expert resource to lead a chat - as long as you have a strong interest, well developed questions, and some resources to share our group hivemind usually takes care of the rest!

Wednesday, September 10, 2014

Librarians in the Clinical Setting Chat

Transcript available at 

Librarian comfort in the clinical setting
Thursday, September 11, 2014
9pm Eastern/6pm Pacific
Led by Julia Esparza (@JuliaEsparza)

Have you always wanted to go into the clinical environment and work side by side with clinicians but feel you don’t have the adequate knowledge?  Are you a Clinical Medical Librarian (CML), Informationist or other librarian working at the point-of-care? What did you wish you knew when you started working in the clinical environment? Join us this Thursday night on Twitter using the #medlibs hashtag! Never participated in a hashtag chat before? Please check out this overview and come on in, we are a very supportive community that especially welcomes first timers and students! 

Julia Esparza, AHIP, a CML from LSU Health Shreveport, LA, with the support from the South Central Chapter of the Medical Library Association (SCC/MLA) is organizing an on-demand, multi-sectional CE divided into two modules.  Each module will discuss the clinical environment and touch on common diagnoses, the best resources for finding answers and specific resources with which the librarian should be familiar.  In addition, the Common Diagnoses sessions in Module 2 will include a clinician component discussing how librarians can aid clinicians at the point-of-care.

We are requesting feedback on what you feel you need to know!

Join us for the #medlibs chat and provide feedback on the following questions.

1. If you had administrative support to enter the clinical environment, what knowledge would you like to have to feel comfortable starting out?

2. Having worked in the clinical environment, what do you wish you knew when you started?

Proposed CE modules

Module 1 (possible prerequisite to Module 2) – 5 total CE hours possible
Working as a Librarian in the Clinical Environment
Intro to Common Physical Examine and Vital Sign Abnormalities
Intro to Laboratory and Microbiology Abnormalities
Intro to ECG Abnormalities
Intro to Radiology Abnormalities

Module 2 – if Librarian Subject Experts in these areas are found there will be a possible 23 CE hours possible – topics may change

Common Diagnoses in Internal Medicine - Inpatient Setting
Common Diagnoses in Internal Medicine - Outpatient Setting
Common Diagnoses in Pediatrics - Inpatient Setting
Common Diagnoses in Pediatrics - Outpatient Setting
Common Diagnoses in Cardiology
Common Diagnoses in Endocrinology
Common Diagnoses in Neurology
Common Diagnoses in Nephrology
Common Diagnoses in Rheumatology
Common Diagnoses in Pulmonology
Common Diagnoses in Infectious Disease
Common Diagnoses in Gastroenterology
Common Diagnoses in Hepatology
Common Diagnoses in Gynecology
Common Diagnoses in Obstetrics
Common Diagnoses in Hematology
Common Diagnoses in Oncology
Common Diagnoses in Ophthalmology
Common Diagnoses in Psychiatry
Common Surgeries
Common Orthopedic Surgeries
Common Issues in Critical Care
Common Issues in the Emergency Room

Proposed Agenda for Module 2 sessions (1 hour sessions – i.e. Common Surgeries is one session)

Welcome to CE series (1 minute) – J. Esparza
Welcome to Topic (1-4 minutes) – Librarian Subject Expert
Top 5 to 10 DX in area (10-20 minutes) – Clinician
How librarian can aid clinicians clinically and help education students/residents (10 minutes) – Clinician
Discussion (25 minutes) – Librarian Subject Expert
1. Resources used most - textbooks, databases, journals referenced a lot, journals to scan table of contents - etc.
2. Important abbreviations
3. Important diagnostic tests often referenced in the area
Assessment (not included in CE time – up to 20 minutes) – Participant on own

If interested in joining the project, contact Julia M. Esparza, MLS, AHIP at (  

Wednesday, September 3, 2014

Interprofessional Education Chat

Edit: Transcript available at

Interprofessional Education (IPE) #medlibs chat
Thursday, September 4, 2014
9pm Eastern/6pm Pacific
Led by Roy Brown (@CarolinaFan1982)

Interprofessional collaboration is becoming the norm in healthcare as practitioners are finding that patient care is greatly improved by a team approach. These teams are composed of representatives from different health professions like medicine, nursing, pharmacy, and others, depending on the needs of the patient. These teams collaborate in order to treat the whole patient while addressing their healthcare needs.

This movement towards interprofessionalism has had a great effect on the education of students in all the health professions. Traditionally these students were trained to care for patients in silos with little discussion of working with the other healthcare providers. Today that is no longer the case and across the health professions there is a push to incorporate interprofessional education to train students to communicate effectively and collaborate with others for better patient care.

These changes open up new opportunities for librarians to become more involved in healthcare and to become a conduit to bring groups together and meet the needs of those involved in interprofessional education. Please join us on Thursday, September 4th at 9pm (EST) on Twitter to discuss what you and your colleagues are doing to support interprofessional education/collaboration and to explore future roles that librarians could play.

Chat Questions

1. What trend(s) are you seeing at your institution when it comes to interprofessional education?

2. What role is your library playing when it comes to supporting interprofessional education/collaboration?

3. What role would you like your library to play when it comes to interprofessional education?

4. With the focus on IPE, do you see a need for librarians to acquire new skills? If so, what would those be?

Resources for Further Reading

Panel, I. E. C. E. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Interprofessional Education Collaborative Expert Panel.

Janke, R., & Rush, K. L. (2014). The academic librarian as co‐investigator on an interprofessional primary research team: a case study. Health Information & Libraries Journal, 31(2), 116-122.

Butera, G., Gomes, A., Harrod, T., Kakar, S., Frank, J. B., & Owens, J. (2013). Expanding our Roles: Embedded in Curriculum Design.

Bridges, D. R., Davidson, R. A., Odegard, P. S., Maki, I. V., & Tomkowiak, J. (2011). Interprofessional collaboration: three best practice models of interprofessional education. Medical education online, 16.

American Interprofessional Health Collaborative -