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Archive for September, 2013

New, Improved, and Available Now!

The 2nd Edition of the Planning and Evaluating Health Information Outreach Projects series of 3 booklets is now available online:

Getting Started with Community-Based Outreach (Booklet 1)
What’s new? More emphasis and background on the value of health information outreach, including its relationship to the Healthy People 2020 Health Communication and Health Information Technology topic areas

Planning Outcomes-Based Outreach Projects (Booklet 2)
What’s new? Focus on uses of the logic model planning tool beyond project planning, such as providing approaches to writing proposals and reports.

Collecting and Analyzing Evaluation Data (Booklet 3)
What’s new? Step-by-step guide to collecting, analyzing, and assessing the validity (or trustworthiness) of quantitative and qualitative data, using questionnaires and interviews as examples.

These are all available free to NN/LM regional offices and network members. To request printed copies, send an email to nnlm@uw.edu.

Non-508 compliant pdf versions of all three booklets are available here: http://nnlm.gov/evaluation/guides.html#A2 .

The Planning and Evaluating Health Information Outreach series, by Cynthia Olney and Susan Barnes, supplements and summarizes material in Cathy Burroughs’ groundbreaking work from 2000, Measuring the Difference: Guide to Planning and Evaluating Health Information Outreach. Printed copies of Burroughs’ book are also available free—just send an email request to nnlm@uw.edu.

Brush up on your Excel skills

“There’s probably a better way of doing this.” How many times have you muttered this statement while using Excel to analyze a database download or a spreadsheet of class evaluation data?

Or maybe you would like to try your hand at some of the hot new trends in data visualization, such as data dashboards or infographics, but find that your lack of familiarity with Excel holds you back.

Whether you are a novice or experienced Excel user, you should check out Emery Evaluation’s “Excel for Evaluation” web page (http://emeryevaluation.com/excel/) with its series of videos demonstrating efficient ways to use Excel for data analysis and reporting. These videos, created by Ann Emery, are 1-4 minutes long and demonstrate a single Excel function, such as the formula to recode data or a technique for merging data from two separate files. The videos do use the 2010 version of Excel, so if you are working with an earlier version, some of the videos may not directly apply. Her videos are organized around the  steps of good data analysis: importing your data, organizing and cleaning the data, recoding, looking for patterns, calculating statistics, and creating charts.

I’ve been using Excel since 1988, and I STILL always feel as though I’m taking the long way around to completing an analysis. These videos confirmed that I was, indeed, right.  There are better ways to use Excel, and Emery’s videos show how.

How clinicians use information resources at the point of care–a grounded theory study

An interesting study by clinicians of how clinicians use information resources has appeared in a recent issue of JAMA Internal Medicine:

Cook DA; Sorensen KJ; Wilkinson JM; and Berger RA. “Barriers and decisions when answering clinical questions at the point of care: A grounded theory study.” JAMA Intern Med, published online August 26, 2013. [epub ahead of print PMID: 23979118] This article provides details about steps that the researchers took in their qualitative study of how 50 primary care and subspecialist internal medicine and family medicine physicians use online information resources (such as UpToDate, MD Consult, Micromedex, and publicly available Internet resources) to answer clinical questions at the point of care. You can find details here about how the focus groups were conducted, how the participants were selected, and how data was collected and analyzed. This article provides a great template for an approach to collecting qualitative information via focus groups, and ends with an unsurprising conclusion:

“Physicians perceive that insufficient time is the greatest barrier to point-of-care learning, and efficiency is the most important determinant in selecting an information source.”