118th Annual Meeting, Medical Library Association, Inc., Atlanta, GA, May 18–23, 2018

The Medical Library Association (MLA) held its 118th annual meeting in Atlanta, Georgia, May 18–23, 2018, at the Hyatt Regency Atlanta. The meeting theme was “Adapting, Transforming, Leading.”

Objective: The study identifies the most heavily cited journal titles, publication types, and subject disciplines in racial and ethnic health disparities research. The overall goal is to assist librarians with collection assessment for diversity and disparity-related research, and to provide a resource to assist faculty with identifying potential sources for publication. Methods: Using a modified version of the literature mapping protocol developed by the Nursing and Allied Health Resources Section, this study analyzed the references from research articles published in 2016 in racial and ethnic health disparities journals. Four journals were selected based on coverage of racial and ethnic disparities, and input from health disparities researchers. For each reference, publication type, publication date, and journal title, if it is an article, was recorded. To identify the core journals, cited journals were divided into three zones using Bradford's Law of Scattering. A single subject discipline was assigned to each core journal based on Library of Congress classification, as determined by Ulrich's Web. Results: 332 articles from four journals yielded 13,023 references. Journal articles were the most heavily cited publication type(n=10,596, 81%), followed by government reports (n=1005, 8%). Age of citations ranged 163 years, with 41% (n=5339) of citations occurring within the previous 8 years. The peak age of citations for articles was 6 years. Forty-two core journals accounted for 33.8% of all citations. The most common subject disciplines of these core journals were medicine (n=15), and public health and population health (n=15), followed by ethnic interests (n=4). Conclusion: Similar to other public health-related fields, racial and ethnic health disparity research draws from a very diverse pool of subject disciplines from medicine to public health to the social sciences, and relies on older articles and reports published within the last twenty years. However, racial and ethnic disparity research does not rely as heavily on government reports or miscellaneous items as other public health and social services disciplines. Objectives: At the University, the College of Medicine requires each fourth year student to participate in the medical student research thesis program (MSRTP). Over the course of the past few years, we are being asked to assist students in the systematic review process. Initially, it was the students contacting the librarian, however this process is being modified due to creation of partners who are working more closely with the librarian. The purpose of this study is describe the exploratory methods used by a small health sciences library to become an active partner in the systematic review methodology.

Methods:
The librarian met with the student and the team to discuss the research question and the systematic review process. The librarian provided an overview of the library resources and when applicable provided mediated searching. Students were instructed to conduct a literature review using PubMed, Web of Science, Psych-Info, EMBASE and Cochrane Review using the MESH terms relevant to their subject. . Articles were screened using specific eligibility criteria and the selected articles were submitted to the librarian to be independently screened. The transparency of the selected articles were further evaluated using the TREND statement checklist.
Results: Students and faculty team members reported that they were more confident with the process of searching the medical literature and using standards that are adopted when conducting systematic reviews. This initial activity has created additional opportunities for the librarians to support other students who are pursuing systematic reviews.
Conclusions: Librarians can start small and begin to have an impact by contributing to students' success in curating the literature. The team approach provided invaluable knowledge on the process and also on the outcome of the review.
Keywords: Systematic Reviews, medical students, thesis, libraries, librarians Methods: The author consulted the Physician Assistant Education Association's (PAEA) directory of PA programs (n=256) for institutions, accreditation status, and initial accreditation dates. The directory includes extended sites that are served by the library at the school's primary location. For the purposes of this study, school with extension or multi-campus sites that are served by a central library were only counted once. After eliminating these results, 214 libraries remained; data was compiled for 211 of 214 possible libraries (98.6%) in a spreadsheet. The data collection procedure featured a multi-stage process. Each institution's website was consulted to see if a medical program existed. Next, each library's holdings were checked for subscriptions to any of the following eight resources: Access Medicine, CINAHL, Clinical Key, Cochrane Library, DynaMed, Scopus, UpToDate, and Web of Science. In some cases, verification was done by email.
Results: Data shows that CINAHL (93%), Cochrane Library (85%), and Access Medicine (71%) enjoy the highest subscription rates among these libraries while Scopus (29%) was the least subscribed product. Libraries that support long standing PA programs have access to more resources from the selected list than libraries that support newly accredited programs. Additionally, libraries that also support a medical program have significantly higher access to resources from the selected list compared to libraries that do not support a medical program.
Conclusions: Libraries serving long established PA programs and medical schools have access to greater resources compared to libraries with newly accredited programs or those not supporting a medical program. Still, over two-thirds of libraries had access to 3 -6 resources from the select list. Further research is needed to assess whether this resource discrepancy influences educational outcomes. Librarians at universities/colleges that are in the process of developing a PA program should exercise caution and advocate for additional funding, particularly if the institution does not already support a medical program. Objectives: The Disaster Research Response Program is a system that provides data collection tools and research protocols. Objectives: identifying research priorities; improving access to data collection tools; improving the ability to quickly collect data after a disaster; training and integration of DR2 into planning and response systems; and creating a disaster research process that includes public health, academia, and communities.

Methods:
In response to a number of disasters, including the World Trade Center attack, Hurricanes Katrina and Sandy, the Gulf Oil Spill, and Ebola response, and the research conducted in their wake, a pilot program, developed by a federal environmental health agency and a federal library was developed. A variety of methods were used to develop the program: an evaluation of a long-standing need for clinical research in disasters (e.g., H1N1 experience); a review of data collection tools used in disasters; work on the development of a Public Health Emergency Research Review Board (with other agencies); a report with 10 recommendations to improve disaster research; a working group meeting of partners in conjunction with the Office of the Assistant Secretary for Preparedness and Response (ASPR); and a review of research tools as part of public health emergency response efforts.

Objectives:
In an age of ever-increasing information, an organization's web presence is its foremost marketing tool. To conceive a new web presence representative of the entire team's shared vision, functions, and skills, this large academic medical center department's leadership designed a three-day retreat using intelligent information management processes to elicit total participation, buy-in, collaboration, ownership, and consensus of the entire staff.Methods: To ensure that the composite result would be reflective of all staff input, staff was stratified by professional experience, personality type, expertise, and work focus to form two well-balanced teams. Each team was intentionally assigned a captain not usually in a leadership position to facilitate that all voices be heard. Retreat sessions alternated between 1) team sessions to devise unique solutions to key problems; 2) full staff sessions to generate consensus from team sessions, formulate website blueprints, wireframes, look and feel, and define content organization; and 3) small groups of 4-5 individuals to compose content. Key to this iterative process was involving all individuals best situated to offer input in their areas of expertise and creating a dynamic and engaging environment. Leadership opened the retreat, energized the group, and gave it leeway to devise a creative solution.Results: As a result of the three-day retreat, a new website was designed, reflecting a consensus-driven representation of the team and embodying leadership's vision for the department's future direction. Positive outcomes include: a cohesive overall look and feel; design of wireframes for 82 pages; content outlined and described for each page; agreed-upon quarterly updates by team members with the appropriate content knowledge, and meaningful input from all team members. Additionally, the process allowed the team to brainstorm ways to increase communication of the department's mission via a dynamic and effective web presence that directly maps CKM projects into VUMC-established yearly priorities. Conclusions: An in-house retreat is a viable option to produce a consensus-driven vision and website. This collaborative process contributed to increased staff buy-in and input, and successfully produced publishable content for the website. A key takeaway from the experience is that having sessions moderated by people not normally in a leadership role garnered more participation, direct involvement, and enthusiastic buy-in as all comments were viewed and weighed equally, thus giving everyone the opportunity to reflect on a shared common vision of the website. Objectives: This proposal will explore the feasibility of training non-scientific support staff to utilize Elsevier Expert Lookup and Dimensions to identify experts to participate as panel members to review grant applications based off the content applications slated for review.

Methods:
Our organization reviews thousands of health science grant applications per year. Finding and selecting panels of experts to review remains a challenge, and many review officers rely on their own networks to recruit review members. We propose training support staff on pre-existing software to assist with expert identification, even those with little to no scientific backgrounds. Staff will be trained to extract key concepts from the abstracts and specific aims of grants, and then match these against expertise found in publication databases. This process requires an understanding of natural language processing and controlled vocabularies as each system uses different methods to match expertise. A developmental training program is currently underway in one section of the organization. Implementation of this training program for support staff is expected to expand their medical literacy capabilities and provide skills-based growth in their careers. Objectives: This paper examines the effects of collaborative instruction practices by librarians at two Schools of Optometry on the research and scholarly communication skills and output of students at several stages of their clinical and academic training.

Methods:
Librarians at two small optometry libraries instructed first to third year Doctor of Optometry students, and vision science graduate students on research and scholarly communication skills in several formats including, stand-alone orientations, curriculum-driven workshops, and in-person, post-assignment consultations. This paper describes the development of the instruction, its uptake and the post-event surveys used to evaluate the success of the instruction.
Results: Scholarly communication improved and the number of conference posters, presentations, and scholarly publications increased among the first to third year optometry students. Awareness and use of resources supporting scholarly communication increased by the vision science graduate students. Additionally, there was a greater understanding among faculty and staff at the schools of the benefits of collaborating with librarians for students success.

Conclusions:
With strong initiatives through the Association of Research Libraries and Association of College and Research Libraries to promote the library-led outreach on scholarly communication, these vision science librarians represent diverse populations, interventions, and outcomes with the same purpose of improving their students' research and writing output. Collaborations allow librarians to broaden the services they can offer students, build relationships that support student scholarship and engagement, and potentially provide a means of dissemination. This paper shows that librarians are powerful advocates who facilitate positive change in scholarly communication, increase student engagement, and lead transformation.

Objectives:
To develop an assessment model that will measure the impact of face to face and online instruction in an academic health sciences library.
Methods: Researchers will employ mixed methods strategies. Using the logic model as a basis, the researchers will examine current course offerings for academic and healthcare users, and outline the intended stakeholders, purposes, and goals. Analyzing the data collected prior to the study, researchers will identify current metrics used for assessing courses and determine whether other metrics need to be included.

Results:
After analyzing the collected data and reviewing interviews with key stakeholders, the data will be used to determine if the goals and outcomes of the instructional services have been met.
Conclusions: Logic models serve as excellent tools to establish the foundations of an assessment plan as well serving as a framework to launch an instruction pilot. Objectives: Health sciences librarians face increasing complexity when serving innovative health science programs with multiple campuses and distributed community-based and academic partners. This paper examines the challenges faced by these librarians as they work to coordinate services and meet user needs.

Keywords
Methods: Librarians based on multiple campuses took a self-directed approach to better understand the needs of evolving distributed health science programs at their institution, using methods based on organizational information theory and team sensemaking. During six in-person and virtual meetings over three months, the librarians engaged in comparative discourse, examining the unique aspects of their library settings, collection practices and the specific health sciences program populations they serve. The librarians identified where systems are consistent, where workflows have been adjusted to meet local needs, and where further studies are needed.
Results: Analysis of discussions identified seven challenge areas: 1) reference services, 2) instruction, 3) management, 4) communication, 5) collections, 6) community outreach, and 7) library systems. Using these challenge areas, the librarians identified seven potential strategies to provide a more helpful and seamless experience for library users: 1) customize reference services, 2) engage in intentional communication, 3) focus limited budgets on resources that support multiple groups, 4) understand how library materials are currently being used, 5) understand how library materials will be used in the future, 6) work with library systems, and 7) network with librarians both on and off campus.

Conclusions:
As a result of this comparative exploration of library services in a distributed learning library system, the health science librarians learned that differing technology systems, collection philosophies, service policies, outreach needs, and budgets contribute to the complexity of coordinating services. The librarians will continue to take a team-based approach to addressing issues and implementing new programs and services, with emphasis on research, scholarship, and evidence-based solutions to address the libraries' growing needs.

Objectives:
The daily practice of medical information specialists sees a wide variety of requests for librarianmediated searches. The focus in current research on search methods focuses on the systematic review, a small fraction of the requests. What different types of requests can we identify and what are the most effective ways to fullfill these information needs.
Methods: We sent out a structured online questionnaire to various mailing lists to identify different types of information needs that medical information specialists observe in their daily pratice. We also investigate the challenges they experience and the solutions they found when serving those customer needs. The outcomes are combined with the expertise of the authors and evidence from the literature to create solutions for the different information needs.
Results: So far we have identified -Clinical care: Direct questions from patients or health care providers, which often require a fast answer -Educational assignments: the focus is often on the educational achievement of the student, not the quality of the search -Research support: for grants the question often is whether a certain research has already been performed -Publication support: Systematic reviews, narrative reviews, guideline searches -Outreach: Health literacy and patient information aimed at the general public Conclusions: Important differences are the time invested, and the optimization parameters. For clinical questions the number of hits should be low, therefore precision is optimized, which means a loss of recall. For systematic review searches sensitivity is optimized which means a low precision. There are differences in the level of evidence used and the number and type of databases required. However, all searches, including those for systematic reviews, though they are different in nature and purpose, can be seen as part of a continuum.

Methods:
The two-hour course was developed in early summer of 2017 and pilot tested twice in August of 2017. 13 nurses signed up for (and attended) the initial workshops. Before the class began a pretest survey was distributed to attendees to assess their current comfort level with EBP principles. The survey featured a Likert scale with choices 1 (Not at all) through 10 (Always). Then librarians taught modules on: developing a clinical PICO question, conducting a literature review, and distinguishing between the different types of research. Afterwards nurses taught modules on the forms that are used to document outcomes based projects. They also taught a module on the rubric used to evaluate outcomes based projects. A posttest survey was distributed to all workshop participants to assess their knowledge and comfort with EBP principles.

Results:
Comparing the attendees' responses from the pretest and posttest surveys demonstrated considerable positive impact.
Question 1 asserts "I am familiar with resources available at the hospital for PICO question development." The average pretest score was 5.08 and the posttest score was 8.92. A 76% improvement.
Question 2 asserts "I am comfortable reviewing literature and assisting others with literature searches." The average pretest score was 4.31 and the posttest score was 8.15. An 89% improvement.
Question 3 asserts "I can distinguish between research and non-research sources." The average pretest score was 5.69 and the posttest score was 8.46. A 49% improvement.

Conclusions:
The short term goal of the workshop was to recruit EBP liaisons. In the long term, it is hoped that the workshop will improve the quality of the outcomes based projects being submitted by nurses. It will also create a hospital culture that is more comfortable with EBP principles and concepts. The EBP workshop is now offered on a monthly basis in the Health Sciences Library. The pretest and posttest survey assessment is ongoing. The progress towards the short term and long term goals will be measured as more data is collected and analyzed. Objectives: This presentation focuses on the creation of an assistive technology lab from conception through the development of the lab. Included is a discussion of the arguments for building a lab in a time of cash strapped budgets as well as what basic items to include.

Keywords
Methods: Due to growing awareness of accessibility concerns and the need to be more inclusive for all people, the decision was made to create an assistive technology lab. The project has a variety of phases include conceptualization, development, and implementation. The conceptualization phase involved research into what other institutions have developed in terms of assistive technology labs. The development phase focused on research into what was needed, including interviews with students with disabilities, as well as creating an education program for library employees. The implementation phase involved the actual creation of the lab and it's promotion and marketing.

Results:
To increase accessibility to the resources that the library has by creating an assistive technology lab that promotes accessibility and inclusion. This project also involved educating library employees about the needs of people with disabilities.
Keywords: disability, assistive technology, user services, accessibility, inclusion Objectives: To raise awareness of our librarians and library services across four organizational regions and eight US states. Our library system comprises three dozen health sciences librarians at hospitals and medical centers in three states. Our continual objective as a network is to inform clinicians, administrators, and other employees about the existence of the library and its potential benefit to them.

Methods:
We took advantage of a significant anniversary -70+ years of librarian services -to reach a large and geographically dispersed employee base. Celebrating our anniversary gave us a "stage" from which to speak with a cohesive voice to various parts of our organization. It also provided an opportunity to elevate the status of the library and expand our role as librarians.
Our multi-pronged approach: • Get on Stage: Make our librarians more visible online and in person • Strut our Stuff: Create special celebration logos and use them widely • Showcase our Talent: Share our annual report infographic • Lean In: Develop a 70-year timeline of company and librarianship history • Sing our own Praises: Publicize our anniversary to internal and external audiences • Make New Friends: Forge alliances with internal departments • Keep the Old: Recognize loyal customers Results: During the celebration, we conveyed the dual messages that the library has been integral to the organization since its founding, and that librarians are essential players in providing high-quality patient care. Even after the close of our anniversary year, we expect long-lasting benefits: The library is more "findable" because dozens of company intranet sites now feature "Library" as a department and a search term; our professionals now "look like" clinical and administrative personnel by wearing "Librarian" badges; goodwill has been generated by our acknowledging "super patrons" with personal letters of appreciation; and our timeline makes us part of company history.

Conclusions:
The usual purpose of publicity is to attract new customers. Our library system already enjoys a healthy volume of business; we handle more than 1,500 requests each month. But usage is not the same as advocacy. We may be "heroes" to our users but unfamiliar to large parts of the organization. While the immediate goal of the anniversary project was to promote the library, its long-term objective was to raise awareness among employees -even those who have never used library services -that having a medical library is a valuable asset and point of pride for our entire company.

Objectives:
The systematic review process can be facilitated by the use of digital tools and software to perform article screening, data extraction and analysis, risk of bias assessment, and other tasks. Here, we describe and categorize currently available digital tools for managing different steps of the systematic review process to help reviewers identify the tool(s) that best fits their needs.

Methods:
We will first compile a comprehensive list of all currently available software and digital tools for managing steps of systematic review and meta-analysis processes (e.g., Abstrackr, Covidence, DistillerSR, Rayyan, Systematic Review Data Repository, RevMan, OpenMeta[Analyst], EPPI-Reviewer, DRAGON). We will then map the functionality of each tool onto the steps of the systematic review and meta-analysis processes with the aim of distinguishing categories of tools with similar functionalities. We will also prepare up-to-date summaries of the different tools, including their cost, extent of documentation and technical support, and limitations.

Conclusions:
With the ever-increasing number of digital tools and software available for managing different steps of the systematic review process, it can be difficult for systematic reviewers to make fully informed decisions about which tool(s) to use. The results of our analysis are expected to update health information professionals' knowledge of the currently available systematic review tools and provide a framework for helping systematic reviewers select the most appropriate tool(s) for enabling knowledge synthesis. Methods: Setting/Population: Library and teaching faculty at a newly developed medical school and health sciences library in the western United States have collaborated to pilot various initiatives on a health campus for medical students, faculty, staff and allied health professionals.

Keywords: systematic reviews
Description: A small group of faculty on the health campus with interest in integrating the arts and humanities into medical education and healthcare practice formed in the medical school's inaugural year. First projects envisioned by the group include building local collections, hosting lunch discussions, providing instruction on creating medical comics, and hosting workshops or speakers on social and cultural factors that impact the current state of health and healthcare in the state. The group has received support from administration in the school of medicine and health sciences library to pursue these activities.
Conclusions: Evaluation Methods: Participation counts at events, tracking the use of comics for reflective assignments, evaluate circulation and use statistics for collection materials, and brief surveys after events have been and will continue to be utilized to determine the popularity and effectiveness of medical humanities programming.
Keywords: medical humanities, medical education, outreach, collection development, programming, community engagement

OBJECTIVE:
To describe how employing graduate level library science students in paid staff positions can be a valuable practice that a) gives health science libraries the ability to build staff capacity and assist in completing projects, b) provides graduate students paid employment with the opportunity to gain valuable professional-level experience, and c) is beneficial in the recruitment of students who eventually pursue professional positions in health sciences libraries.

METHODS:
I will provide a comparison of these two academic health sciences libraries and their models for hiring graduate level library students based on personal experience at each institution. First, as the former graduate student supervisor at the University of Colorado (CU) Health Sciences Library and second, as a library student currently enrolled as a Knowledge River scholar and employed as a graduate assistant at the University of Arizona (UA) Health Sciences Library. I will share how these positions were created, recruitment and onboarding procedures, describe student job duties and expectations, and indicate the number of students who obtained employment in a health sciences library after graduation.

RESULTS:
Based on my observations and personal experience, I believe hiring library sciences students for these positions at both institutions is beneficial for the libraries and the students. Students participate in instruction, contribute meaningful project work, and cover service points. Many have presented this work at professional conference. Fifty percent of graduate students at CU and twenty-seven percent at UA have gone on to pursue health sciences in some capacity. Challenges to both models include: time invested in the hiring and onboarding process, obtaining sustainable funding, and frequent turnover. Because students can regard the experience as not generalizable outside medical librarianship, do not have a medical background, or are intimidated by applying for a position in a special library, these positions can be difficult to recruit for.

CONCLUSION:
The health sciences libraries at CU and UA have both been successful at filling graduate assistant positions with library science students. Their unique approaches exhibit practices and procedures which are appropriate for each respective library. Both support opportunities for mentorship and networking through collaboration and project work, providing professional-level experience for the students while increasing staff capacity.
Interviewing graduate students about their interests and experiences with health sciences, surveying other health sciences libraries regarding the value of these models, and creating handbooks for employing graduate students could be helpful in developing more formalized models in the future. The goals of this pilot were to provide patients and families with easy access to quality health information, assess the health information needs of cancer patients and their families, and explore the demand for library services in the resource center.
Methods: From June 2017 through March 2018, library faculty and staff worked daily shifts at the Resource and Wellness Center and answered consumer health questions. Statistics were compiled on the number and type of health information questions received. Librarians also helped select consumer health books and brochures. The library gathered additional feedback through meetings with the Oncology Patient and Family Advisory Council, clinical staff, and health system administrators.
Results: Library faculty and staff spent 656 hours at the Resource and Wellness Center and received thirty-two requests for consumer health information. Most questions were related to a specific type of cancer, resources for coping, and practical issues such as financial assistance for treatments. The resource center now has a small collection of print materials, and an index was created to assist staff with navigating the information materials when a librarian is not present. Meetings with stakeholder groups provided insight on the organizational culture of the cancer center, and recommendations for improving engagement with patients and families. Lessons learned during this pilot will be shared during the poster presentation.

Conclusions:
McGoogan Library adds value to the Resource and Wellness Center by providing patients, families, and staff with expertise in identifying and accessing quality health information to support cancer care. Feedback from stakeholders has affirmed the importance of the library's continued involvement in this space. The pilot has helped make librarians more accessible to cancer patients and families and increased the number of consumer health information requests the library receives. Future activities will include creating new library marketing materials specific to cancer patients and health providers, continuing to develop the collection of print materials, implementing an evaluation form to assess patron satisfaction, and launching a pilot tablet-lending program.
Keywords: consumer health information, partnerships, cancer, patients, caregivers Methods: The addition of the Anatomage table and table services to the library took place over several stages. To secure funding, the library partnered with the student government to purchase the table. Once administration identified a space for the table, the library archivist curated a small exhibit of images from the library's most significant historical anatomy texts to complement the room. After reviewing policies and guidelines for similar technologies at other institutions, the Research and Learning Services department developed usage policies and a training program unique to the Anatomage table.
The library staff encouraged use of the table by inviting stakeholders from the campus to attend a demonstration and designing a customized online booking system using LibCal for ease of access. Data was collected through the online booking system and training schedule to illustrate the user reach of the table.

Results:
The partnership between the library and student government to fund the table led to further collaborative efforts to promote the use of the resource. The exhibit of images created an inviting and attractive study space while the table is being utilized. Usage policies and booking guidelines helped to make the implementation of the new resource more organized and accessible to all users. Usage statistics will help the library to devise future plans for the table.
Table training and usage statistics are in the recording process and will be completed by the time of the meeting.

Conclusions:
Collaboration was the most important factor for all aspects of this project. The positive relationship between the library and the student government was significant in the ability to bring the Anatomage table to the library. All of the library departments played a role in bringing the table to the library and promoting its services to users. The library will continue to analyze usage data and make future plans on how to collaborate with campus stakeholders to continue to transform anatomy education with the Anatomage virtual anatomy table.
Objectives: This study investigated librarian involvement in the peer review process of biomedical journals. Specifically, how frequently are librarians asked to review the methodologies of systematic review manuscripts? Librarians and information professionals have significant skills to bring to peer reviewing the search methodologies of systematic reviews (SRs) and meta-analyses (MAs) submitted to journals. We hypothesize that they could play a more significant role in peer review. Increased librarian involvement in peer review could lead to improved searches and greater compliance with recommended standards.

Methods:
A Qualtrics survey was developed to capture current experiences of medical librarians involved in the peer review process of SR submissions to journals. The 16-question survey was pilot tested with a group of medical librarians and reviewed by a methodological expert. The survey was distributed through a variety of listservs in March 2018.
Results: There were 300 acceptable surveys.
Preliminary results from the survey indicated that 22% (n=63) of the respondents had been asked by a journal editor to peer review SR or MA manuscripts. Of those who replied that they had not already been asked, 42% (n=122) would peer review and 32% (n=93) might peer review a manuscript. Only 3% (n=9) would not review a manuscript if asked. The median number of SR or MA manuscripts that respondents had reviewed was 4 and the range was from 1 to 40. Respondents peer reviewed manuscripts for 38 unique journals and the journal title most frequently mentioned was PLoS One.
Most respondents (n=31) knew why they were asked to peer review. The most frequent reason given was because of their professional expertise. Other reasons included referral by a colleague and expertise in the topic area.
Respondents who had 'rejected or recommended a revision of a manuscript' based their decision on the 'search methodology' (n=36), 'search write-up' (n=29), and 'entire article' (n=24). Those who selected 'other' (n=12) provided a variety of reasons for rejection: the PRISMA flow diagram; tables of included, excluded, and ongoing studies; data abstraction; inconsistent/incomplete reporting; pooling methods; and bias.
Of those respondents who had declined a request to peer review a SR or MA (n=24), the most frequently given reason was 'not enough time' (n=12) followed by 'lack of expertise' (n=10). Other reasons for declining the request were the journal's impact factor and a lack of interest. Objectives: Wayne State University health sciences, education, and business librarians worked on an instruction intervention to help Detroit high school students understand health literacy and to help navigate internet and library resources about diabetes. For the program assignments, students worked in groups to create an intervention to raise quality of life for diabetes patients-librarians supported this task.
Methods: Based on instruction during previous years for the same program, librarians revamped a diabetes education instruction session to more closely follow the tasks assigned to student groups during the week-long STEM education summer campus immersion program. Librarians with different areas of expertise collaborated to create an hour-long instruction session for several hundred students that showed them how to search CINAHL, business resources, and internet patient portals to find evidence to support various intervention ideas, as well as listen to patient voices online that expressed diabetes-related needs that could be addressed by an intervention. Both instruction and group work were incorporated into the session, and a feedback form was filled out by each student at the end of the session.
Results: This is the fourth year librarians have provided library instruction for C2 Pipeline summer immersion students. Each year we learn more about student expectations, and how to better meet student information needs. This year we received positive feedback from students about the instruction session, and saw students actively engaged in their group work and using the resources demonstrated. Additionally, librarians developed stronger relationships with C2 Pipeline program administrators and student coaches, and even volunteer mentored a group through the week during the evening. Librarians from different subject areas strengthened working relationships and enjoyed collaborating.
Conclusions: Librarians at Wayne State University will continue to participate in the C2 Pipeline program, and actively seek ways to broaden and deepen our role in this important program.
Keywords: high school students, health equity, diabetes, instruction, collaboration, health literacy Methods: On the first day of school, the Problem-Based Learning (PBL) students were given a thorough library orientation with a visual demonstration of resources. A LibGuide for PBL was created. Two weeks later, after students had worked through their first case, a mandatory library training was held which provided a thorough explanation of resources and students were given a clinical question to answer using these resources. Students were invited to the library to peruse the normally restricted reserve book area of the library. With administrative approval, a medical librarian visited each of the four classes several times during the semester. Notes were taken of students learning issues as they worked through a case. The librarian found reliable resources for these problems and posted them on the PBL learning management system. The faculty provided suggestions for upcoming cases.

Results:
The results of this program were immediate. The librarians created personal contacts for the PBL students. PBL students were recognized in the library and around the university. They started using library resources in their presentations and citing their work. Many positive comments were made regarding the vastness and quality of library resources. There was an increased use in the library. When the faculty heard of the mandatory student training, they requested their own training which developed into personalized training sessions for the interested PBL faculty. These sessions will be expanded next year to include the traditional medical student track faculty.
Conclusions: Several factors were key in the success of this program. First, was the positive attitude of the faculty who welcomed the librarians and the education for themselves and their students into PBL. Second was interaction between the librarians and students. A personal connection was created which resulted in more interaction, not only in the classroom but in the library and even the hallways. Third was the resource education available to the students. Being embedded in the classroom allowed the librarians to anticipate needed resources and have them posted and available on the learning management system.

Methods:
As health sciences librarians continue to engage in activities and projects that require developing new and often project-specific skills, it is important to identify the ways in which these skills may serve as indicators for professional development. Using the Systematic Review Competencies Framework (SRCF) (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5490706/) published in 2016, a team of health sciences Informationists experienced in systematic reviews mapped the individual SRCF indicators to the basic and expert indicators that make up the MLA Competencies for Lifelong Learning and Professional Success. The team used a mini-Delphi method to come to consensus on the appropriate mapping lines between the two sets of competencies. Once the competencies were mapped, it was possible to identify which areas of the MLA Competencies were most fully developed through systematic review skill-building.
Keywords: competence, competencies, systematic reviews Objectives: Social media campaigns can be used to share information on a health topic or resource over multiple digital communication platforms and evaluate the impact of the campaign using Google Analytics. This project describes the development of a social media campaign process to share health information with the public, with adaptions made monthly based on lessons from the previous month's campaign.
Methods: Four social media campaigns were conducted to promote online health information resources during May-August 2017, and impact from the campaigns were tracked through Google Analytics. UTM codes created through Google Campaign URL Builder were added to the URLs of the resources shared during each campaign. The Campaigns section of Google Analytics could then be checked to view the number of sessions and new users directed to the online health resource through different social media sources (email bulletin, Facebook, Twitter, and Pinterest). The following elements of the social media campaign process were updated each month, depending on results from the previous campaigns: types of online health resources shared through the campaign, content of the campaign promotional material text and images, partners with whom the campaign promotional material was shared, and social media platforms where the material was shared. Conclusions: During this project, the criteria for success was number of sessions and new users directed to online health resources, and changes were made to the campaign process based on the hypothesis that they would bring more sessions and users during the next month's campaign. If the process change did bring more sessions and users in the next month's campaign, then the change was permanently implemented. The continual adaption of to the campaign process based on evaluation using Google Analytics data leads to steady improvement in the number of sessions and new users directed through social media to online health resources.

Using Data Interviews to Inform Improvements in Research Data Management Infrastructure and Services
Wladimir Labeikovsky, Bioinformationist, Health Sciences Library, University of Colorado Anschutz Medical Campus, Aurora, CO Objectives: A central challenge for librarians providing Research Data Management Services is the varied set of requirements and practices that each research group follows. Information Technology officers face a similar dilemma in designing their offerings and ensuring they are used effectively. We will conduct detailed one-on-one and group interviews with individual research groups to assess needs and design new services.

Methods:
A detailed questionnaire will be prepared in collaboration with the IT office and with other librarians to guide interviews with individual researchers. We will probe different steps in the researcher's workflow and in the research data lifecycle. Interviews will be organized by field and type of research performed to ensure a wide case distribution. Responses will be categorized by urgency and scale of proposed services and solutions and will be used for a) choosing points of contact for librarian RDM consults and b) policy proposals for related campus infrastructure (e.g. storage and computing solutions). Objectives: Becoming a world leader in the research and clinical applications of precision medicine is a key strategic commitment for St Vincent's Health Network Sydney. This paper describes how we responded to this challenge by building our knowledge of information resources, enhancing our database searching skills and developing a Library Guide to support a new clinical service in precision medicine.

Methods:
Firstly we undertook to enhance our knowledge and skills in the field of precision medicine. This was achieved by: undertaking literature reviews on various precision medicine topics; attending several genetics and genomics lectures organised by the newly established Clinical Genomics Unit; consulting with the head of the CGU Unit and clinical geneticists; and finally undertaking e-learning sessions through MLA webinars, NCBI etutorials and viewing YouTube videos. Once we had acquired a better understanding of the concepts associated with precision medicine, we focused on enhancing our database searching skills. From identifying relevant MeSH and EmTree terms to genetic filters and searching specialised genomic databases. Finally, we developed a Precision Medicine Library Guide with input from our clinical geneticists. Together we identified genomic databases and resources available from reputable sites.

Conclusions:
The Library team decided in 2017 that we needed to enhance our knowledge and search skills to support a new clinical service in precision medicine. The team implemented a plan resulting in the following outcomes: • increased knowledge of genomic and bioinformatics resources • increased confidence in searching the specialised databases • increased awareness and accessibility to key genomic resources via a Precision Medicine Library Guide In realigning service delivery, the Library's presence at St Vincent's Hospital has been enhanced by introducing new information resources and services to meet the changing needs of the organisation. Methods: This consumer health library is a partnership of 20-plus years between a cancer hospital and a hotel that is attached to the hospital's main inpatient building. The library is one of three patient education libraries located in the hospital and utilizes the same staff and resources. The library is a self-serve model and is monitored by the hotel's Patient Guest Relations (PGR) office. PGR staff provides front-line assistance and refers patrons with complex information requests to the two other libraries, which are staffed full-time by librarians and health education specialists. The health education specialist in charge of maintaining this library provides ongoing collection development services and teaches and facilitates classes on behalf of the library in the hotel.

Results:
The library's quantitative and qualitative usage data will be compiled and included by the time of publication.
Conclusions: This library partnership effectively meets the information needs of cancer patients and their families while they are guests in a unique hotel/hospital setting.

Methods:
The Medical Informatics and Information Literacy course, with a librarian as course director, emphasizes the development of information literacy and critical thinking skills through a collaborative learning assignment in which student groups present clinical cases in a grand rounds format. These 20-minute presentations to the student body and faculty are followed by a 10-minute Q&A session where groups field questions about their case. Initially, questions were written on previously distributed cards and brought to the panel during the presentation. Librarians observed that the audience was less engaged and lost focus by the end of the case presentations, and participation in the Q&A session was minimal. To address this, an online chat room was introduced and transcripts and student comments were analyzed to determine student participation and interest during the Q&A session.
Results: The addition of the online chat increased the number of questions/comments, encouraged higher quality questions based on the asynchronous delivery of information, and provided a venue for faculty comments on questions that would otherwise not be considered due to time constraints. The online chat also revealed weaknesses in presentation information and format that could be addressed during debriefing sessions with the groups.
Conclusions: Engagement of the student audience has increased as seen by the number of questions and comments, and has strengthened mentoring rolls of faculty contributors. This addition of an active learning feature to first year grand rounds has been a positive focus for this course exercise.
Keywords: Online chat, grand rounds, case presentation, active learning Methods: The update of the Thesaurus was threefold, update definitions and resources for current terms, identify new terms that needed to be added, and identify how the Thesaurus terms could be better integrated on other site pages. To identify new terms and update current terms, the methodology used by Kevin et al. (2013) to create the Thesaurus was revised to account for the circumstances of the update. The proposed terms were evaluated by the eScience Portal Editorial Board for inter-coder reliability. The records for the new terms were then created and the old records updated. The updated and new records were uploaded and formatted for the new website.

Results:
Of the 55 terms from the eScience Thesaurus, 10 were identified for merging. After reviewing the literature, 47 terms were suggested for the Editorial Board to review and members of the Editorial Board added 12 terms to the list which were reviewed by the whole group as well. Of the 59 total terms suggested, 23 were chosen as new terms to be added to the Thesaurus. The updated and new terms can be viewed at https://nnlm.gov/data/data-thesaurus.

Conclusions:
A similar revision based off Read et al.'s methodology is recommended every five years with revision of new term suggestions and updates to articles and resources on term pages occurring on an annual basis. The next steps for the Data Thesaurus will be to add more functionality and incorporate links to Thesaurus terms within the rest of the RD3 site. The workshop was designed to increase student writing competencies by providing participants with an overview of APA requirements as well as access to instructional resources.
Methods: Three APA workshops were conducted for a total of 42 students from the School of Nursing (SON) and the College of Science and Health (COSH) students. The workshop demonstrated how to format manuscript elements, organize papers with various levels of heading, reduce bias in language, cite references in-text, and create reference lists. A post assessment questionnaire was administered to evaluate learning outcomes and effectiveness of the curriculum. Students assessed their perceived proficiencies in using APA guidelines to format and organize papers, avoid biased language, create in-text citations, and create reference lists.
Results: Students assessed their perceived proficiencies in using APA guidelines to format and organize papers, avoid biased language, create in-text citations, and create reference lists using a five-point Likert scale. One signified very low proficiency 5 indicated a very high proficiency. The mean self-assessment score for formatting manuscript elements was 3.83, while organizing the manuscript scored 3.67, reducing bias by topic scored 3.31, citing references in text scored 3.69, and creating reference lists scored 3.90.
Conclusions: Student response to the workshop was overall positive, with some students commenting on the clarity and helpfulness of the presentation and materials. School of Nursing students rated themselves as having a higher proficiency in regards to all tasks, with scores reflecting a higher mean than the other session. Scores were lowest in response to reducing bias. This portion of the workshop contained significant information presented in a short amount of time. Given the low proficiency evaluations, the section might be omitted or presented as a separate workshop. The Health Sciences Library will schedule future workshops given the success of this pilot program. 129 questionnaires were received with the return ratio of 20.67%. Major findings are as follows: (1) 72.9 % of respondents have ever submitted papers to open access journals, 92.2% ever read OAJs, and 56.6% did deposited publications in TMU's Institutional Repository system. (2). When choose a journal for submission, the most important factors are scope (98.4%) and reputation (96.9%) of that journal. (3). 79.1 % of respondents are willing to submit papers to high quality academic OAJs, and 42% disagreed that the amount of the article processing charge (APC) reflects the quality of journals. (4). 69% say they have ever used research fund to pay APC and 46.5% ever paid by their own money. In average, the respondents think 517 USD is reasonable for a OAJ's APC.

Keywords
General speaking, the fulltime faculty of TMU have positive attitudes toward OA. However, they think the reasonable price for APC is 517USD and this amount is far away from the reality. Based on our data, among the top 10 academic journals that TMU faculty published their papers in 2017, seven of them are OAJs. Therefore, the TMUL joined the membership of BioMed Central (BMC) in November 2017 to support the OA movement in our campus. Since then, faculty can get 15% off for ACP of BMC journals.

Objectives:
Medical librarians from three universities surveyed occupational therapy (OT) students to understand their learning preferences and to examine their tendencies for seeking research assistance. Questions included: Whom do OT students turn to for reference help and where do librarians rank? How much time do OT students spend on their research before seeking assistance? What are OT students preferred method for learning content? The librarians also aimed to compare the results with a 2006 survey to see if learning preferences from OT students have changed over the past decade.

Methods:
Librarians distributed an anonymous questionnaire to enrolled students in occupational therapy programs using a web-based survey tool during the fall of 2016. The questionnaire included 29 multiple choice and modified Likert scale questions. OT students were asked about their preferences for specific communication methods with the librarians, learning modules, timing of database instruction, style of written instructions, and social media.

Results:
The survey collected responses from 136 students. The majority of the responses came from first year OT students, but the survey included undergraduate, masters and doctorate students. Most students turned to their classmates for help followed by the librarians and Google. Students preferred in person communication above email, live chat, telephone. There was a strong preference for database instruction at the beginning of the semester. There were other incidental findings with distance education students. Distance education students preferred to contact a librarian first before a classmate and also preferred to use email first while in-person contact was last.

Conclusions:
The results validate the work the three libraries have in place. The majority of instruction sessions are offered toward the beginning of the semester. A comparison of the data with a similar study from 2006 was performed. In both studies, the students first turned to their classmates for research help, while the librarian ranked second in 2016 and third in 2006. In 2006, librarians ranked behind a friend (second place) although the difference was minimal. In 2016, the majority of students indicated they would seek research help after 30 minutes to 1 hour of work and also preferred to communicate with the library in person. In 2006, the majority of students said they sought research help prior to 30 minutes and preferred to communicate with the library in person.

Keywords: Occupational therapy, Information literacy, Library instruction, Rehabilitation sciences, Communication, Teaching
The Yale School of Nursing (YSN) Librarian and the Dean of the Nursing School conceptualized an event to celebrate YSN book authors and editors. Book authors have been under-celebrated in the YSN community. The objective for the event was to showcase and celebrate authors of books published in the past 5 years. Methods: A call to authors went out to faculty, students, and alumni of Yale University's School of Nursing . 9 authors responded with titles of their books and an additional 4 authors were discovered through a search of current faculty. A save the date was sent to YSN community. Books not owned by the library were purchased to be included in the library's collection. A display of books was exhibited with printed labels identifying author names, book title, and year of graduation if they were Alumni. An Invitation to the event was sent to authors and the School of Nursing community.

Implementing a High-Performance Computing Service
Alexa Mayo, AHIP, Associate Director for Services; Jean-Paul Courneya, Bioinformationist; Health Sciences and Human Services Library, Baltimore, MD Objectives: Despite having an ideal setup in their labs for wet work, researchers often lack the tools to analyze the magnitude of data that result from experiments. Here we describe the Library's support for analysis of highthroughput data for global molecular profiling by offering a high performance computer with open source software along with expert Bioinformationist support.

Methods:
To meet the research needs of users requiring high-throughput data analysis and computation when dealing with small or mid-size datasets, the Library offered a high performance computer (HPC) complemented by educational programming. The Library's Bioinformationist identified a stack of open source bioinformatics software to provide analysis options for experimental data generated in University labs such as: flow cytometry, scientific images, DNA, RNA, and Protein. To encourage its use, the HPC was promoted to targeted groups at the University. The Bioinformationist developed self-guided learning materials and offered one-on-one consultations and workshops on topics such as NCBI BLAST, Bioinformatics on the Cloud, and ImageJ. Researchers are able to apply the data analysis techniques learned in the classroom in an ideal computing environment, closing the loop between learning and practice. The HPC was funded by the University through a competitive process.
Results: An online reservation system was put in place to allow researchers to schedule HPC use. The Bioinformationist and IT Systems Engineer developed procedures to ensure data security. Selected use cases: a student analyzed high resolution CT data and produced images for an upcoming scientific conference. Faculty members used the HPC's licensed software, Pathway Studio, to evaluate the interconnectedness of targets of interest found in their high-throughput data. It was also used to put together a visualization of primary data for a grant application. Using a local instance of Galaxy, an open-source bioinformatics software framework, a researcher downloaded publicly available sequence data from NCBI Sequence Read Archive and reproduced the data analysis to validate its rigor and reproducibility.

Conclusions:
The Library has successfully implemented an HPC with state-of-the-art open source and licensed bioinformatics software. This allows faculty, staff, and students to learn in a sandbox environment and analyze high-throughput data that they can't on their own computers.

Methods:
A 15-question survey was developed in order to gather information regarding respondents' educational backgrounds, professional experience, current employment situation, professional development preferences and how they discovered the field of health sciences librarianship. Both quantitative and qualitative information was gathered. The survey was distributed via the MEDLIB-L listserv and the CANMEDLIB listserv, and remained open for approximately one month. It was open to any individual self-identifying as a health sciences or medical librarian currently residing in the United States or Canada.
Results: A total of 397 respondents participated in the survey. The results indicated that health science librarians have highly varied educational and career backgrounds. Less than one-third of respondents reported having a science background and approximately half worked in other types of libraries prior to a health science library. Multiple reasons for choosing to work in this field were provided with "interest in health sciences" being the most popular response. Knowledge of medical terminology was most often gained through professional development opportunities and independent study.

Conclusions:
The multifaceted characteristics of health sciences librarians needs to be taken into account when designing educational programming and recruiting for the field. Methods: The dental librarian organized an "Upload-a-thon" as suggested by SPARC's Open Action Kit for Open Access Week 2017. First, she identified potential authors using data from an alerts-based EndNote database of FMD publications. Fifty-three articles were published between October 2016 and September 2017. To ensure that article post-prints were readily available for deposit, the librarian focused on a subset of 21 papers where 9 individuals had the corresponding author status. Next, these researchers were invited via email to send their post-print(s) directly to the librarian, who had already verified the journals' self-archiving policies. Upon a positive response, the paper was forwarded to the repository's cataloguing team, thus bypassing the submission form. The message also included links to register for the dental librarian's Open Access workshop and to the libguide on this topic. Finally, impromptu visits were made to corresponding authors' offices to discuss Open Access benefits and share color-themed cupcakes.
Results: Six corresponding authors responded favorably to the librarian's request by sending 19 potential articles to the librarian. Moreover, one author asked a colleague to forward an article too. Seven participants attended the workshop, including one FMD faculty member who later submitted 6 articles. After verification, there was a total of 23 uploads to the institutional repository (10 post-prints and 13 publisher's PDFs). By April 1, 2018, these records had generated 430 downloads. The Cupcake Tour allowed the librarian to engage with targeted authors and further disseminate open access information to 10 other faculty, students or staff members.

Conclusions:
Successful uploading results were achieved using a combination of 1) targeting potential authors; 2) favoring a personal interaction via a tailored email or an open discussion after the workshop. Offering comfort food captured the attention of additional members at FMD. Consequently, the "Upload-a-thon" will be planned again next year. In addition, now that a first contact has been established and champions identified, the librarian plans to solicit them directly when their name turns up in a bibliographic database alert. Objectives: This poster reports the process developed and challenges encountered by academic health sciences librarians while creating and piloting a workflow to solicit, describe and deposit student research posters from two Allied Health Sciences programs into an institutional repository (IR). This project, the first of its kind on campus, provides leadership and a framework for others to preserve student research.
Methods: Allied Health students conduct significant research and share results in poster sessions during student research events. This research is not always continued or disseminated in other ways. Therefore, capturing and preserving this gray literature in the IR ensures it will always be available. While each research poster is valuable on its own, collecting them together also provides researchers, faculty, prospective students, and alumni the opportunity to examine student research output as a collection and in the context of other scholarly work from the university. Challenges include exploring various requirements with IR staff; communicating the value of depositing materials into the IR to faculty and students; discovering the best timing, methods, and formats to get the posters and deposit agreements from each student.

Results:
Almost 100 Allied Health student posters are available in the IR due to this project. Capturing this part of the intellectual output from the university makes it freely available for anyone, anywhere in the world with internet access (a.k.a. open access). Students now have a stable URL to use for linking and know their content is available whenever needed. This project helped raise awareness of the purpose and benefits of the IR, which may lead to more deposits. The process developed to deposit these posters can be adapted to deposit any health sciences student posters and scholarly work.
Conclusions: Due to the success of this project, library staff will continue depositing Allied Health student research posters into the IR and are considering expansion to other student works such as capstone projects. Library staff will refine and adapt the process as they present it to new students and faculty. Library staff will also use this process to work with colleagues in other health sciences disciplines to deposit student posters. Information will be shared across the libraries with the goal of encouraging deposits from non-health science disciplines. Objectives: To explore the perceptions of health sciences liaison librarians on how they acquire knowledge in their content areas. The acquisition of discipline specific knowledge and skills can greatly improve a librarians' ability to interact with and understand the research needs of the students and faculty in the different disciplines.

Methods:
A preliminary phenomenological qualitative study of health sciences librarians at one public academic research university was conducted. Based on findings from the first study and feedback from colleagues, the study was expanded to other academic health sciences universities. The sample consists of twenty-one diverse population of health science librarians who work in liaison roles at a variety of university health sciences campuses in the United States of America and Canada. Focus groups and semi-structured interviews with flexibility for probing were conducted in person and online to collect data. Field notes and memos were used to enhance data collection. Content analysis of the collected data was used to interpret the findings.
Results: Different factors such as the personal attributes of librarians, the environment of the different health sciences professional schools/programs, librarians' previous education and training are conducive to librarians' acquisition of discipline specific knowledge. Professional development activities from library organizations and non-library entities also play a role in enhancing librarians' knowledge.

Conclusions:
The findings of this study could be used to improve on boarding activities for new health sciences librarians and professional development of all other librarians. Conversations around the learning of health sciences liaison librarians in different professional schools should be ongoing.

Methods:
To provide better research support, informationists and embedded liaison librarians indicated a need to be more conversant with researchers and to understand better how their processes work. Specifically, they need to know how the research works; the training and career lives of researchers, including stressors; major funding mechanisms; terminology; local research supports; overview of rules and regulations; the fuller context of health-related research conducted at a research-intensive university. A senior, PhD-trained librarian collected key information and shared this with others for input. In addition, literature was surveyed to find out more about research training and knowledge needs of liaison librarians participating in research. Other sources consulted included resources and guides from other academic institutions and research agencies. An Information Discovery and Metadata Librarian was added to the project to assist in making the resources discovered more easily findable and usable.

Results:
A thorough guide was created to help librarians and others better understand health-related research in order to provide better support to health sciences researchers. An internal LibGuide was created to organize and share content. Anticipated uses include presentations to a variety of library groups, individual or group exploration, focused study of specific content, selection of training programs for in-depth study, review of terminology in preparation for meetings or discussions with researchers, and a repository of information to use in consultation with researchers. The guide is online and editable. An index and table of contents will facilitate ease of use.

Conclusions:
The library has a resource to meet a variety of needs, including those of early career liaison librarians and librarians new to the university or to research intensive settings. Librarians are developing learning sessions to review the guide, which will continue to be refined based on feedback. Other possible goals include sharing with librarians across campus who work with researchers outside of the health sciences and exploring how to adapt the content for early career researchers in specific health disciplines. Methods: 1) Strategize -Think about the library users, mainly physicians and staff nurses, their wants and needs. How to tell a story that will resonate with them. What will change their perception of the library. Focus on people and benefits, not features or programs. Build a culture of storytelling where librarians reach out to users and ask them to share their library stories. 2) Collect stories -a. Logistics: identify interviewees (go where the users are), thank you notes, create a shared story folder, equipment, formats. b. Design questions to ask: See what they are passionate about and why they think the library is a vital resource.
3) Edit stories -Most importantly adopt an enthusiastic tone; showcase the impact and difference the library's making 4) Distribute stories -as widely as possible by all accessible print and electronic formats Results: At the time of submitting this poster proposal, stories are being collected and shared with new enthusiasm within the local medical center. Therefore our results are incomplete and evaluation is yet to take place. If successful, this storytelling campaign model can be adopted by all the (Name blinded) libraries and beyond. What storytelling will not fix is ineffective management, strategies or programs, but if done well, it will greatly enhance all other library marketing and communication efforts.
Conclusions: People don't remember talking points, they respond to emotion and feelings, not analysis or numbers. All libraries need to start thinking about telling their stories and engaging users to share their personal experience. When storytelling is done right, it is the most powerful marketing tool for all libraries.
Keywords: storytelling, marketing, hospital library, customer testimonies, communication Objectives: Genomics and genetic testing are transforming the medical community. The National Library of Medicine, professional societies, and nonprofit and commercial organizations have developed resources on this topic, but it is difficult to find vetted, multifactorial information. The objective was to develop an evidence-based repository of "tests that matter." We describe information professionals' role in developing a curated genetic testing resource.

Methods:
We conducted a needs assessment with potential users, defined the parameters of "tests that matter," determed that the information landscape will need to be continually redefined because of the fastchanging nature of the field, identified the unique data elements that define each test, designed the database structure based on these defining data points, identified and reviewed existing terminology for genetic testing, created scanning processes and work flows to identify new leads and maintain currency of database contents, and implemented a workflow that integrates information professionals and subject specialists to create, populate, review, index, and publish genetic test profiles.

Results:
We created a dynamic repository of genetic tests with a rich vocabulary of descriptive test characteristics and a growing user base. Our structured workflow involves a collaborative team of dedicated information and subject specialists, an informed approach to content development, and a robust quality control process. Objectives: The Taubman Health Sciences Library is developing a "Research Impact Core" to provide increased programming and expertise in evaluation metrics, tools, and best practices for the University of Michigan health sciences community.

Methods:
The initial focus of the Research Impact Core is to provide information sessions and consultations promoting a greater understanding of the strengths and limitations of impact metrics (e.g, the H-Index) and use of metrics tools. Starting in late 2016, the authors built on existing relationships with similar campus offices offering faculty development programming, pursued skill-building through conferences and training, and talked with librarians who have established services in their institutions. To date, the authors have, 1) offered several drop-in and classroom training sessions and aimed at health sciences faculty, research administrators, and students 2) developed a research guide highlighting metrics tools and resources, and 3) created promotional materials.

Results:
The authors will share results including: instructional and promotional content developed to date, challenges encountered, and feedback from initial training sessions and consultations.

Conclusions:
The authors will share strategies for next steps in the development of the Research Impact Core. Objectives: The National Network of Libraries of Medicine (NNLM) establishes partnerships with health sciences libraries that share the NNLM's mission of outreach. Outreach librarians sponsored by NNLM regional offices conduct a wide range of activities on the behalf of the NNLM to public libraries, health professionals and to the general public with emphasis on instruction on National Library of Medicine resources.
Methods: As a designated Partner Outreach Library for the Greater Midwest Region (GMR) NNLM, the Health Sciences Libraries Outreach Program supports the outreach mission of the National Network of Libraries of Medicine and aids the GMR in its mission to improve awareness of and access to reliable, freely available, online health information resources by delivering programming within the local communities on such topics as health literacy, healthy aging, information resources for immigrants, NLM science resources or outreach librarianship. This is done through exhibiting at strategically chosen health or community events or conferences throughout the year, presenting informational sessions at these conferences, conducting training or workshops at public libraries for library staff or patrons, providing PubMed instructions for local high schools, and participation in GMR grant funded outreach projects. Due to time restraints, the library was not formally scheduled in the students' orientation. There is no formal orientation for faculty. The startup environment resulted in frequently evolving policies and procedures. Usage statistics showed that electronic library guides were not being used as frequently as expected.

Keywords: outreach, NNLM
The library needed an innovative tool to push new services and policies to users.
Students are provided iPads, and iBooks are being developed to supplement anatomy courses. Apple iBooks can be designed using a variety of formats, including narrative. Multimedia content can be embedded into iBooks. Additionally, content can be pushed through automatic updates.
The librarians saw an opportunity to use iBooks to bring the library's content to life while addressing the aforementioned challenges. Objectives: To explore how flexible pedagogy and active learning was used in an undergraduate Inquiry course to teach information literacy and research practices to students. Inquiry is a required course for undergraduate students taught by faculty throughout the university including medical illustration, history, and physical therapy departments.

Methods:
In fall 2016, the Inquiry course "Heroes of Patent Medicine: How Coca-Cola Cured the South and other Strange Remedies" was designed and taught by a librarian using a combined case-study and flipped classroom curriculum. Medical history mishaps was used as the topic of this course to attract students with an interest in health sciences. Students used case studies and in-class discussion to determine their research interests. Out of class research drove the course direction rather than pre-set content. The course culminated in group research projects that included developing research questions, writing an annotated bibliography, and delivering a visual presentation. Student progress was assessed using the Information Competency Assessment (Marshall, 2006), which was distributed at the beginning and end of the course. Objectives: This collaborative assessment study examines a four-year undergraduate Occupational Science (OS) program. A health sciences librarian performed a curricular review by analyzing all required course syllabi which included assignments and course readings. For each year, research-related student learning outcomes (SLOs) were created and mapped to at least one or more of the six ACRL threshold concepts.

Keywords
Methods: Nineteen OS syllabi and corresponding assignments and readings were closely examined. The fouryear program requires students to take one OS course in the first year, two in the second year, five in the third year, one in the summer before their fourth year, and ten courses during their final year. In reviewing the syllabi, the librarian considered the following questions: what content is being taught, when is it being taught, and how is it being taught. Next, the librarian developed research skill-based SLOs. For each SLO, at least one the following ACRL threshold concepts was assigned: Authority is Constructed and Contextual, Information Creation as a Process, Information Has Value, Research as Inquiry, Scholarship as Conversation, Searching as Strategic Exploration. Throughout the process, the librarian consulted with two OS faculty members to ensure agreement with mapping.
Results: 39 SLOs were created and categorized into at least one of the following broad themes: search strategies, resources, and assessment. Search strategy development and resource knowledge emerged as the foci for the first year, decreased during the second and third year, and increased during the final year. Critical assessment of information emerged during the third and fourth year. Searching as Strategic Exploration was the most common threshold concept during the first and second years. During the third year, Research as Inquiry was the most common threshold concept. During the fourth year, Information Has Value occurred more than other threshold concepts.

Conclusions:
Creating a curriculum map based on analysis of syllabi, assignments, and readings informed the identification of library research skills that support the OS program. Developing SLOs and grouping them within at least one broad library theme and one or more threshold concept painted a cohesive picture for communicating how and when to provide library instructional support. Earlier in the academic program students are introduced to search strategies, whereas later in the program more complex threshold concepts such as Research as Inquiry and Information Has Value are emphasized. An infographic was developed to illustrate the patterns and results of the analysis. Objectives: We present the curriculum, learning outcomes and an informal assessment of impact of intensive librarian involvement in a two-week systematic review (SR) training course. The institute is a partnership between The World Health Organization (WHO), the Cochrane Collaboration and our institution's Division of Nutritional Sciences (DNS). Participants produce SRs to inform WHO guideline development and policy in developing countries.

Methods:
We developed curriculum to train researchers to construct SR searches, select appropriate databases, translate search syntax, search the grey literature, use Covidence, manage the SR process and report search strategies for reviews in nutrition and related topics. We serve as active consultants for reviews produced by institute participants, holding office hours in conjunction with the content sessions presented by The WHO, Cochrane and DNS faculty. With each iteration of the institute, which began in 2014, the library curriculum evolves and methods of support are adjusted to best meet participant needs. An assessment of learning outcomes was carried out in the most recent year, and impact in terms of number of participants reached and reviews produced was assessed.

Results:
In the first year of the institute in 2014, the librarian taught 2 sessions. In 2017 we taught 5 sessions, consulted extensively with project teams, and received multiple invitations to serve as co-author. 96 researchers from around the world have completed the training and have produced 5 Cochrane reviews, 11 protocols and 15 registered/in progress titles. A pre-assessment in 2017 showed most participants arrived with no skills or basic skills on all SR-related learning outcomes. Those who completed a post-assessment left with intermediate skills or higher on all outcomes, and basic skills on some of the more advanced concepts.
Conclusions: Growth of librarian involvement in this institute shows a need for increased systematic review instruction to inform nutrition policy-making in developing countries. Participants indicated in the postassessment that they need support and practice developing complex search strategies, translating search syntax, identifying gray literature, and using Covidence. Future directions for the institute could include development of tools to support search strategy development, translation, and documentation to further the impact and effectiveness of these SRs. More broadly, the need for capacity-building among information specialists supporting the growing numbers of researchers doing SRs in developing countries is evident and should be investigated further.

OBJECTIVE:
The objective of this library marketing effort was to increase the visibility and awareness of the Library, and to increase usage of the library space and resources by staff, patients, and family members.

METHODS:
Several methods were used to increase patient/family member awareness of the library space and resources. The librarian worked with the medical media service to create a trifold brochure for distribution in patient waiting areas. Collaboration with Public Affairs occurred for regular social media posts about the library. In addition, health topic handouts were made available in several hospital areas, and included basic library information.
To increase staff awareness, a consistent and repeating section was added to the weekly facility newsletter. Each announcement has the same header and "look," and features a different library resource. Newsletter articles for the library are included twice monthly. Outreach to service chiefs, resident coordinators, and other management to offer short presentations at staff meetings or other gatherings, is an ongoing effort.

RESULTS:
Baseline data were collected for a three-month period beginning August 1st, 2017. Data included number of visitors to the physical library space, circulation statistics, number of staff Athens accounts, and number of sessions on one library-purchased resource (BrowZine). The same statistics were gathered for the three-month period running November 2017 -January 2018. The total number of visitors to the library increased from 952 in August-October, to 1201 in November-January, an increase of 26%. Circulation showed a slight decrease, from 137 total items circulated August -October to 126 items circulated November -January. Staff Athens accounts increased 13%, from 321 to 363. Finally, the number of total sessions accessing electronic journal content via BrowZine increased 91% from 308 in August-October to 590 in November-January.

CONCLUSION:
Marketing efforts are having the desired effect, resulting in increased usage of library resources and increased visits to the library space. However, work is still needed to reach additional patients and family members. Marketing efforts need to be sustainable and ongoing. Marketing efforts will continue, with the intention of assuring that patients, family members, and staff think of the Medical Library when considering their information needs.