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Learn about the e-channel, an online platform that showcases the work of innovators and inventors. Discover how we collect, preserve, and disseminate nontraditional innovative scholarly output.

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Paper Presentations

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  1. Paper Presentations

  2. e-channel:Building an Innovation Dissemination Venue Christy Jarvis, MLIS, AHIP Jean P. Shipman, MSLS, AHIP, FMLA

  3. WHAT IS OUR GOAL?To collect, preserve, and disseminate nontraditional innovative scholarly output

  4. WHAT DID WE DO?Create an online platform that showcases the work of innovators and inventors

  5. HOW DID WE DO IT?Rethought library staff roles“Operation Journal Jettison”Input from campus innovatorsThe GApp Lab created platformContent management team assembled

  6. EARLY e-CHANNEL

  7. EVOLVING e-CHANNEL

  8. e-CHANNEL TODAY library.med.utah.edu/e-channel

  9. WHAT TOOLS DID WE USE?ContentDMYouTubeTemplatesSubmission Forms

  10. WHY DID WE DO IT?Traditional publishing too slowVariable file formatsNeed to enhance entrepreneurial educationChanging tenurerequirements give credit for innovative output

  11. WHY DID WE DO IT?To track the entire intellectual processFocus on the “means” not just the “end”Importance of sharing failuresand negative outcomes

  12. WHO IS INVOLVED?The GApp LabCenter for Medical InnovationGames4HealthUniversity Academic DepartmentsUniversity Healthcare Canadian Innovation CentreVentureWellDiGRA

  13. FUTURE PARTNERS & PROJECTSGlobal HealthEntertainment Arts & EngineeringNIH’s Centers for Accelerated InnovationsExpansion Beyond UUFailures of All Kinds

  14. FUTURE ISSUES & CONCERNSLegal pitfallsSupport requirementsEscalating storage needsFunding for sustainabilityProject “scope creep”

  15. WANT TO KNOW MORE?http://bit.ly/1MsSsQJhttp://bit.ly/1izvgDZ

  16. QUESTIONS?jean.shipman@utah.educhristy.jarvis@utah.edulibrary.med.utah.edu/e-channelQUESTIONS?jean.shipman@utah.educhristy.jarvis@utah.edulibrary.med.utah.edu/e-channel

  17. Creating a Virtual Patient Education Library Connecting Patients with Curated Information Heidi Greenberg, BS, Darrin Doman, MS, CCC-SLP, Jean P. Shipman, MSLS, AHIP, FMLA

  18. The Goal… Collect, Curate, and Describe Patient Education Documents • Motivation • Patient Engagement • Accreditation Requirements • Partnership • Hospital Quality Department + Eccles Library http://dnvglhealthcare.com/accreditations/hospital-accreditation

  19. Meet the Team… University of Utah Health Care Eccles Health Sciences Library Research Associate Library Director • Patient Education Specialist • Accreditation Specialist • IT Support • Value Management System Director Memorandum of Understanding - MOU Requirements and Deadlines

  20. Library Construct Requirements Wish List Searchable Library Self-service Access Maintenance Standard Brand and Template Health Literacy Oversight • Single Source of Truth • Electronic Documents • DNV Accreditation • Footer [implementation/ approval date, owner] • Version Control • Automated Review Process • MeSH Terms

  21. Building the Library Design Build Model Successes Challenges Lost documents Delays in Publication Re-work • Ability to quickly maneuver • Build as needed • Avoid Overbuild

  22. Call for Documents • Value Management Council • Nursing Leadership Groups • Separate Staff Meetings • Director level was too high, manager level appropriate

  23. Collecting Documents INTIAL • Email Electronic Documents • Plan B = Paper Documents • File Size Limitations • Submitters Preferred Paper • Multimedia Material • Vendor Documents • Proprietary Issues

  24. Collecting Documents CURRENT • Online Submission Process • Owner accountability • Liaison access • Word Documents Only • Single source of truth • Submission Requirements

  25. Patient Education Library Submitter View

  26. Patient Education Library AdministrativeView

  27. Patient Education Library End-User View

  28. Overall Challenges • No Deadline or Consequence • Set Expectation • Users understanding of the library • Continuation of the Project

  29. To Infinity and Beyond… • Phase 2 • Standard Template and Brand • Vet for Health Literacy • Phase 3 • Integrate with Electronic Health Record (Info button) • Publish Public-Facing Version

  30. PubMed Journal Clubs: Engaging Students in Scholarly Communication Julie Zimmerman & Rachel Vukas A.R. Dykes Library University of Kansas Medical Center MCMLA October 9,2015

  31. I would estimate that more is learned in a single journal club discussion than in multiple lectures or many rapid and surface readings. Another form of deep and critical reading is the evaluation of articles for scholarly journals. Engaging in peer review is one of the best methods for the development of skills as a writer and scholar . . . https://www.mcgill.ca/connectionslab/blogs

  32. Enables eligible authors to: • Share opinions and make comments on publications • Eligibility: • Any author of a PubMed-indexed publication

  33. Examples of PubMed Commons Comments • Post-publication evaluation • Impact on discipline • Methodology used • Interpretations of results • Questions to authors • Link to additional information • Datasets • Code • Blog

  34. Keywords Comments

  35. Comments

  36. Benefits • Share local discussions with larger scientific community • Opportunity for health care students to participate in scholarly communication • Comments may be cited

  37. Requirements • Journal Club holds regular discussions • Traditional, virtual, Twitter-based • PubMed Commons member acts a guarantor • Follow PubMed Commons Guidelines

  38. Background • Evolving Healthcare System course (NURS 476) • Established Journal Club assignment to promote EBP • Discussions summarized and posted in BB • PubMed Journal Club - ideal platform for scholarly engagement

  39. Nuts & Bolts • Objectives: • Research and identify articles • Critical reading, analysis, synthesis • Communication • Article requirements: • Peer reviewed • Last 5 years • Research vs opinion • Relevant to course content • Clear guidelines for review and responses (See Rubric next slide)

  40. How it Works Select article related to topic discussed in class, post to wiki Read & review article Work in preassigned groups Post review to Blackboard discussion board Read and reply on classmates’ reviews Faculty grade reviews based on rubric, post to PubMed

  41. Comments

  42. Students’ Response • Excited about being in PubMed “I really want to have a good journal club. I would sure like to see my name published in PubMed.” – N4 student

  43. Student Takeaways • Developed a spirit of teamwork • Enhanced critical thinking and information literacy skills • Developed skills of dissemination

  44. Librarian’s Role • Announce PubMed Journal Clubs • Encourage use as a scholarly discussion platform • Collaborate with faculty • Design rubric • Grade discussion summaries • In-depth research instruction

  45. Contact Us! Julie Zimmerman School of Nursing Librarian jzimmerman2@kumc.edu 913-588-7443 Rachel Vukas School of Medicine Librarian rvukas@kumc.edu 913-599-7322 University of Kansas Medical Center A. R. Dykes Library Research and Learning Department

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