The University of Arkansas for Medical Sciences (UAMS) has developed a biomagnetic technique that can assess the health of a fetus in the third-trimester. Specifically, it looks at the brain and heart heath of fetuses who have been exposes to opioids.
A recent pilot study compared a group of women who had been exposed to an opioid versus a group of women who had not been exposed. Researchers acquired the data noninvasively by using the SARA (SQUID-Array for Reproductive Assessment) device developed by UAMS researchers.
Two of the doctors involved in the study feel the ability to assess fetus health without invasive measures might have the potential to change standard of care in the future. “A biomagnetic device such as SARA could help to understand the impact of buprenorphine on the clinical care of pregnant women with opioid use disorder as well as care of their exposed children,” Diana Escalona-Vargas, PH.D. said.
The Centers for Disease Control and Prevention report that babies born with health issues due to opioid exposure has increased substantially over a 15-year stretch. Dr. Jessica Coker added, “For pregnant women, studies like these can help us identify babies who may be at higher risk for negative outcomes such as neonatal abstinence syndrome.”
To learn more about the impact opioids can have on fetal health and treatment options, visit the National Institute on Drug Abuse website.
On June 19, 2018, NER hosted an informational meeting for an upcoming educational series on Librarians Supporting Nursing Education and Research. Our goal is to develop webinars that meet the needs of our region. We designed this meeting to spark ideas and collect feedback. This webinar series is part of our Communities of Interest (COI) initiative to promote emerging roles for librarians.
For anyone interested in hearing our discussion, we recorded the meeting and will continue to gather input through the end of July.
Supporting nursing education and research is not a new idea for librarians, but… anecdotally, NER is hearing that hospital librarians are experiencing steady requests from nurses even as requests from physicians decline. This observation is supported by recent literature demonstrating the need for nurses to develop Evidence-Based Practice Skills.
1: Phillips L, Neumeier M. Building Capacity for Evidence-Based Practice: Understanding How Licensed Practical Nurses (LPNs) Source Knowledge. Worldviews Evid Based Nurs. 2018 Mar 23. doi: 10.1111/wvn.12284. [Epub ahead of print] PubMed PMID: 29570938. http://dx.doi.org/10.1111/wvn.12284
2: Alving BE, Christensen JB, Thrysøe L. Hospital nurses’ information retrieval behaviours in relation to evidence based nursing: a literature review. Health Info Libr J. 2018 Mar;35(1):3-23. doi: 10.1111/hir.12204. Epub 2018 Jan 12.Review. PubMed PMID: 29327483. http://dx.doi.org/10.1111/hir.12204
3: Melnyk BM, Gallagher-Ford L, Zellefrow C, Tucker S, Thomas B, Sinnott LT, Tan. The First U.S. Study on Nurses’ Evidence-Based Practice Competencies Indicates Major Deficits That Threaten Healthcare Quality, Safety, and Patient Outcomes. Worldviews Evid Based Nurs. 2018 Feb;15(1):16-25. doi: 10.1111/wvn.12269. Epub 2017 Dec 26. PubMed PMID: 29278664. http://dx.doi.org/10.1111/wvn.12269
4: Gard Marshall J, Morgan J, Klem ML, Thompson C, Wells A. The Value of Library and Information Services in Nursing and Patient Care. Online J Issues Nurs. 2014 Aug 18;19(3):8. PubMed PMID: 26824156.Nursing Education and Research Topics
Here are some of the topics generated during meeting. Please contact us with any additional ideas, or to advocate for learning more about supporting nurses with any of the listed topics:
Nursing Protocol/Policy; Unit-Based Practice; Clinical Ladder Advancement; Patient Satisfaction; RN Residency Programs; Magnet Accreditation; Online Nursing Degrees; Practice and Research Councils; Evidence-Based Nursing; Nursing Research; Health Literacy; Consumer Health Resources; Discharge Planning; Dedicated Education Unit; Nursing Point-of-Care Tools; CE Modules; Teaching Videos (nurses and patients); Quality Improvement; Scholarly Writing; RN-to-BSN; MSN and LPNs Back-to-School.
This is the first blog post in a series authored by individuals who received scholarships to attend the 2018 Science Boot Camp held at Brandeis University. Please watch for more posts about this event and from scholarship recipients in the upcoming weeks.
Kelsey Gibson – Simmons Graduate Student – Science Bootcamp for Librarians 2018
On June 12 I hopped in my car and drove just about five hours from Vermont down to Brandeis. Science Bootcamp had been on my radar for months but for some reason I still felt a little surprised that I was actually going. The scholarships given out by the planning committee offer a fantastic opportunity for LIS students. In my experience as an online student it is all too easy to feel isolated from the professional community and even other students. At Bootcamp, I made connections with other students and librarians that will serve me well as I finish my degree and move into the job search.
I attended the Wednesday morning activity and learned how to solder circuit cards in the Brandeis Maker Lab. The solder workshop was one of my favorite parts of Bootcamp, hands on learning and being able to make something (and it actually worked!) is incredibly satisfying.
This year’s topics were Ecology, Genetic Counseling, and Materials Science. Seth Fraden, the Brandeis physics professor used an analogy in the materials science lecture that has stuck with me: “Right now we plant seeds to grow trees to make lumber to build houses. I want to plant a seed and grow a house. That’s what materials science is about” (not an exact quote). All of the lectures excited me about the future of science and what these fields are doing and what it will mean for the next generations. The overall Bootcamp affect has me excited to continue my pursuits in librarianship and I want more than ever to work with the sciences and participate in the research process.
Although I was not very familiar with any of the lecture topics, I had heard of Retraction Watch, the topic of the evening lecture. Retraction Watch was particularly interesting for a group of librarians, demonstrating the impact that a well curated database has on research. A database of retractions is particularly important given the impact that erroneous or falsified data can have. If you want to consider the effects of a poorly done retraction, just look at the mess caused by the anti-vaccination “research.”
The Friday morning capstone session, on evaluating journals and data built on the Retraction Watch talk and taught us tools to determine which journals are more reliable, something most every librarian will take on at some point in their career.
On Thursday night we celebrated the 10th year of Science Bootcamp, complete with speeches and lots of pictures of Bootcamps past. The evening was lovely and casual and I hung out with my mentor and chatted with so many people about their experiences in librarianship and life. The lectures may be the “point” of Bootcamp, but connecting with other people who love their work and this profession is what makes Bootcamp a truly special experience.
I have to thank the Planning Committee and my lovely mentor, Ellen Lutz, for all the work they put in to make Bootcamp what it is.
The Official Duck of Science Bootcamp, currently living on my bookshelf.
For more about this Science Bootcamp or upcoming event, please visit this year’s website, or contact anyone in the NNLM NER office.
This is the introductory blog post in a series about the 2018 Science Boot Camp for Librarians held at Brandeis University on June 13-15, 2018. In the next few weeks we will feature several individual’s reflections of the science boot camp. These are authored by people who received scholarships to attend the 2018 Science Boot Camp. 2018 marks the 10th anniversary of this amazing event. This year’s topics featured ecology, genetics, and materials science. Over the past 10 years33 different science topics have been featured and 10 different capstone presentations have been given. This year’s capstone featured how to evaluate the quality of journals and data sets. Over the last 10 years there have been about 564 attendees, 39 organizers, and over 25 scholarships granted to new librarians. Bootcamp has shown to be a good economical way to meet people, learn new ideas, and have fun. If you were not able to attend, information about this year’s educational topics, capstone, dinner talk about retraction, and prior years videos can be found in the Resource Section of Science Boot Camp web page http://guides.library.umass.edu/sciboot18/resources.
We hope to see you next year!
It is with mixed feelings that I announce my retirement from the NNLM Pacific Southwest Region and UCLA on June 28. I have been part of the RML since May, 2001, in various roles teaching, exhibiting and promoting NLM resources in numerous ways, such as coordinating the monthly Midday at the Oasis webinar series.
I started out as a clerk in a hospital library in New Jersey in the late 1970’s. After receiving my MLS degree at Rutgers University, I began my career in 1981 at the UCLA Louise M Darling Biomedical Library in a one-year temporary position. I served as a Reference Librarian in the Biomedical Library for nearly 20 years. My primary responsibilities involved literature searches, working at a very busy reference desk and providing instruction to various groups and classes. During this time, I gained significant expertise with NLM’s MeSH and MEDLARS systems, as a back-up instructor for the weeklong Fundamentals of MEDLARS Searching and Initial Online Training course, from 1987–90.
In 2001, I transitioned to the NNLM PSR and my latest job title has been Education & Outreach Librarian. During my tenure in the RML, I have had primary responsibility for managing the education and exhibits program, and providing outreach and training to various audiences, including health sciences libraries, public libraries, community colleges, Native Americans, and health professionals, particularly school nurses, who I successfully reached with presentations at a number of national and state school nurse association meetings. I also made great inroads reaching promotores (community health workers) through exhibiting and presenting at their annual conferences. Some of the presentations were delivered in Spanish! Over the years, I developed a number of courses in both in-person and online formats, such as PubMed Clinics of North America: A Problem-based Approach to PubMed Searching, PubMed Rediscovered: Hidden Treasures in Searching, and Teaching with Technology: Tips, Techniques and Tools. I also regularly updated Nursing on the Net: Health Care Resources You Can Use. I also pioneered the development of a Moodle-based course to promote the Results Section of NLM’s ClinicalTrials.gov, as the result of my participation in a NNLM National Initiative. As Associate Director Alan Carr has noted, “Kay is regionally and nationally recognized for her expertise with NLM resources, especially PubMed.”
I have been professionally active throughout my career, most notably in the Medical Library Association (MLA), particularly the Consumer and Patient Health Information and Public Health/Health Administration Sections, and the Medical Library Group of Southern California and Arizona (MLGSCA). I have published several articles in the Bulletin/Journal of the Medical Library Association. At the 2015 MLA Annual Meeting, I presented the contributed paper Assessing Librarian Learning Needs Over Time, which analyzed the trends and differences in NNLM PSR Network member learning needs over ten years. I collected five data sets using an online questionnaire tool. I have been a Member of MLA’s Academy of Health Information Professionals since 1983 and received the MLGSCA Louise Darling Achievement Award in 2000. In addition, I served on the Adult Congenital Heart Association Board of Directors from 2011-2015, including one year as Secretary.
I’ll miss my colleagues and network members in the Region, and I will especially miss my annual trips to the MLA Hawaii-Pacific Chapter annual meetings where I provided workshops on various topics and promoted NLM resources. My husband has been retired for a few years, and I look forward to joining him. We’ll be traveling, hiking and reading. I can finally finish some of my beading projects, and get better at my hammer dulcimer playing!
The good news is that I will return to my position on recall status, beginning August 1. I will be at 43% time for one year. So, save those PubMed questions for me until then!
Check out the July issue of NIH News in Health, the monthly newsletter bringing you practical health news and tips based on the latest NIH research. In this issue:
- Preparing for Menopause: A Woman’s Midlife Change
Menopause is a phase of life that brings gradual changes. Learn ways to manage the mid-life transition.
- Acne Breakouts: Controlling Problem Pimples
Doctors don’t know why only some people get acne. But they can help you control it.
- Health Capsule: Eating Well May Slow Hearing Loss in Women
Many people lose some of their hearing as they get older. A new study shows that women who have a pattern of healthy eating have a lower risk of hearing loss than women who don’t eat well.
- Health Capsule: Discover Herbal Products
NIH’s new app, “HerbList,” features an alphabetical list of herbs with a picture of the plant next to each name. Use the app to explore what the science says about over 50 common herbs and herbal products.
- Clinical Research Corner: Volunteers Needed for CLL Study
Do you have chronic lymphocytic leukemia (CLL) or small lymphocytic lymphoma (SLL)? If so, you could be eligible to take part in an NIH study testing the safety and effectiveness of a certain drug combination.
- Featured Website: Smokefree 60+
Are you 60 or older? Do you need help quitting smoking? Visit the Smokefree 60+ website for strategies and tools proven to help smokers quit.
NIH News in Health is available online in both HTML and PDF formats. Additionally, you can get trusted, up-to-date health information from NIH News in Health added directly to your site via NIH content syndication. Print copies are available free of charge for offices, clinics, community centers, and libraries within the U.S. Visit the NIH News in Health Facebook page to suggest topics you’d like to see covered, or share what you find helpful about the newsletter!
The July 2018 issue of NIH News in Health is now available. In this issue, information about preparing for menopause and acne are highlighted.
In addition, readers will learn about:
- the new National Center for Complementary and Integrative Health app, HerbList
- diet and hearing loss
- a program for those 60 and older to quit smoking
Anyone can subscribe and access NIH News in Health. The information contained in this monthly publication is for anyone but especially the public with practical news and tips that are based on NIH (National Institutes of Health) research. Individuals can subscribe to receive this monthly newsletter in email and offices, clinics, community centers and libraries in the U.S. may receive print copies for their patients, clients, and patrons for free.
It’s a great way to provide health information for your community from an authoritative source.
Massachusetts Governor Charile Baker provides a video welcome to those at the First Annual Learn to Cope Conference
Pillman: Exhibit built with all of the prescription medication bottles formerly used by a man now in recovery
They say knowledge is power. From what I saw and heard at the first annual Learn to Cope (https://www.learn2cope.org/) Conference for families struggling with addiction on June 16th, I certainly came away from the conference empowered with a clearer understanding of addiction as a brain disease that is complex to prevent, as well as treat.
Saturday, June 16th was a picture perfect, summer Saturday on the campus of Worcester Polytechnic Institute in Worcester, MA. Although substance use disorder has touched my personal and professional life in a couple of pretty big ways, I really wished that I was spending my Saturday in my garden, instead of cooped up indoors hearing about the sadness and pain caused by substance use disorder.
Joanne Person is the Founder and Executive Director of Learn to Cope (LTC), a non-profit peer-led support network that she founded in 2004. LTC was designed by Joanne to bring messages of prevention, education, awareness and advocacy to members (of which LTC has over 10,000 involved in 25 chapters throughout Massachusetts). LTC is funded by the Massachusetts Department of Public Health and has grown to have a full staff who collaborate with communities across the state to assist with efforts to combat the opioid epidemic.
The conference was structured with alternating keynote speakers, several of whom were nationally known – for example Matt Murphy and Joe Rannazzisi, the former DEA Agents recently featured on the television news program 60 Minutes (https://www.cbsnews.com/news/ex-dea-agent-opioid-crisis-fueled-by-drug-industry-and-congress/.) and breakout sessions with topics that were very relevant such as:
- Understanding the Physiology of Substance Use
- Navigating Insurance, Legal Implications, and Protecting Assets
- Understanding the Laws and Navigating the Criminal Justice System (Drug Courts)
- Family Changes and Dynamics
- Treatment and Continuum of Care
Dr. Andrew Kolodny, the Co-Director of Opioid Policy Research at the Heller School for Social Policy and Management and Executive Director of Physicians for Responsible Opioid Prescribing was also a Keynote Speaker. I have left out the mention of several other powerful speakers in order to keep this post brief. If you are interested in seeing everyone all who participated, take a look at the conference link (https://www.learn2cope.org/knowledge-is-power-conference/.)
Before I knew it, it was time for lunch and I was less focused on what I was missing by not being outside; instead I felt grateful that I was able to attend such a valuable conference with expert speakers and session leaders. Kindness, compassion and empathy by all who were part of this conference was almost tangible. There was a definite sense that we are “all in this together” and we will solve this health crisis by sharing our knowledge, thereby gaining strength and power over this disease of addiction.
Did you know that the National Library of Medicine has many helpful Substance Use Disorder online resources? You can access them at this link (http://bit.ly/2JCEs8k.)
Salt Lake County Library Is Providing Opioid-Overdose Reversal Drug Kits to Patrons in an Effort to Save Lives.
Salt Lake County Library is taking action in the opioid crisis by supplying Naloxone kits containing opioid-overdose reversal drugs to its patrons. Anyone can go to their local library in Salt Lake County to obtain a kit. No questions or personal information is required.
This initiative is one of several across the country in which librarians are recognizing and responding to opioid overdoses in their communities. Read an article about Salt Lake County’s efforts on Route Fifty website. You can also go to Ted Med to a Philadelphia librarian’s story about serving amid the opioid crisis.
See something of interest? Please share our postings with colleagues in your institutions!Spotlight
The MAReport: the Spring 2018 issue of the MAReport newsletter is now available! This quarter, Veronica Leigh Milliner talked about the importance of public libraries in providing quality health information in her article about the the Public Libraries Symposium at MLA.National Network of Libraries of Medicine News
NNLM Outreach Highlight: Escape the Unit, Pittsburgh, PA – take a few minutes to check out this video on an NNLM funded project, an escape room developed as part of the nurse residency program for newly hired graduate level nurses working at UPMC Mercy Hospital.
Employment Opportunities Around the Region – MARquee News Highlights
DataFlash: Staying Informed – The Dragonfly, News from the Northwest and Beyond, by PNR
New on YouTube: PubMed and Beyond: Clinical Resources from the National Library of Medicine, June 22, 2018NLM/NIH News
NLM Delivers for Health Services Research – NLM Musings from the Mezzanine, Innovations in Health Information from the Director of the U.S. National Library of Medicine
NCBI Hackathons Hit 25 and Celebrate with Bacon, Disco, and More – NLM in Focus, a Look Inside the U.S. National Library of Medicine
– NIH Director’s Blog
NLM in Pictures—Read it This Summer – Circulating Now, from the Historical Collections of the National Library of Medicine
PubMed Journals will be shut down – NCBI Insights, Providing Insights into NCBI Resources and the Science Behind Them
My MedlinePlus: subscribe to this new weekly newsletter that will feature all the latest and greatest from MedlinePlus. The newsletter will include information on diseases and conditions, tips on health and wellness, the newest MedlinePlus recipes, and much more!NLM and NNLM Educational Opportunities
All are webinars, unless noted. Please note that the class registration system requires obtaining an NNLM account prior to registration. Learn how to register for classes from the NTO.
NNLM and NLM classes are free and open to all. Please feel free to share these opportunities!
Big Data in Healthcare: Exploring Emerging Roles – July 9-August 31, 2018 – This semi-self-paced online course will help health sciences librarians better understand the issues of big data in clinical outcomes and what roles health sciences librarians can take on in this service area. On top of information gained, being a part of the big data in clinical care dialog, and earning 9 continuing education credits from the Medical Library Association, students may earn an IBM Open Badge program from Cognitive Class. The class size for this course is limited to 40 students, so register today!
Stand Up for Health: Health and Wellness Services for Your Community – July 9-August 5, 2018 – This 4-week 12 CE online course is designed to provide public library staff with the foundation (or a refresher) of health and wellness reference, programming, and outreach for their communities. Participants will learn the importance of health literacy and the differing needs of a diverse community, gain increased confidence in providing multi-lingual health reference, and increased ability to evaluate the quality of health information in a variety of formats.
Universal Design for Learning (UDL) to Promote Framework Principles Adoption, Student Engagement and Active Learning – July 11, 1:00-2:00 PM ET – Join PNR for the first in a four-part webinar series on Universal Design for Learning: Accessibility in the Library. Universal Design for Learning principles support and maximize the learning experience for students. Implementing well-thought-out checkpoints and processes improve access for all students, promote the use of research-based practices, and increase student success.
The Prescription Drug and Heroin Epidemic: A Public Health Response – July 12, 2:00-3:00 PM ET – Sponsored by SEA, this presentation will briefly examine the history behind the US opiate crisis as well as current epidemiology including variations by region and state. Participants will learn about some of the evidence-based efforts available for treating opiate use disorders as well as efforts being implemented to prevent future use. The presentation concludes with promising examples being implemented in other countries and a discussion of some of the barriers associated with implementing similar approaches in the US.
In understanding the All of Us Research Program – July 27, 1:00-2:00 PM ET – Have you ever wondered why some people need four blood pressure medications and others only need one? Or how our environment and nutrition impacts our risk for developing cancer or Alzheimer’s disease? Register for this MAR session to learn about the National Institute of Health’s new initiative to advance precision medicine. Learn about how the program works and the lessons learned in the first year at the University of Pittsburgh site from co-investigator Dr. Mylynda Massart. Hear ideas about how public libraries can become involved and engage their communities in this exciting program.
Making Sense of Numbers; Understanding Risks and Benefits – July 31, 1:00-2:30 PM ET – Numeracy literacy is not only a problem for individuals receiving health information but also for those providing information that contain numbers. This class is a basic introduction for anyone who wants to understand how to communicate health information that involves numeracy. This 1.5 hour class will explore risk and benefits from a layman’s perspective, and participants will be introduced to several tools that will help in the development of educational materials.Other Items of Interest
Job Posting: Dorothy Foehr Huck Chair and Head of Special Collections, Penn State University Libraries, University Park, PA
Call for Applicants for the Sewell Stipend to Attend the 2018 APHA Annual Meeting – Is your position related to public health? Would you like an opportunity to immerse yourself in the public health field for a few days? Then you need to apply for the Sewell Travel Award for Public Health and attend the 2018 American Public Health Association Annual Meeting and Expo. This year’s meeting theme is “Creating the Healthiest Nation: Health Equity Now.” The meeting will be held November 10-14 in San Diego, CA. The deadline to apply is July 18.
MAR Postings is a comprehensive weekly news series authored by the National Network of Libraries of Medicine, Middle Atlantic Region (NNLM MAR)
Welcome to the National Network of Libraries of Medicine (NNLM), Southeastern/Atlantic (SEA) Region’s Weekly Digest. This digest includes upcoming events, online training opportunities, news, and past events.
Top Items of Interest
- The National Library of Medicine, NNLM, and National DOCLINE Coordination Office will be closed on July 4, 2018 in observance of the Independence Day holiday.
- Job Opportunity: NNLM SEA Outreach, Education, and Communications Coordinator (Full consideration given to complete applications received by July 20, 2018)
- Webinar Announcement: SEAside Webinar: The Prescription Drug and Heroin Epidemic: A Public Health Response (July 12, 2018, 2 PM ET)
- NNLM SEA Exhibitor Awards – Apply today!
- NDCO: DOCLINE Update: Out-of-Office Status and Institution Record Settings
- NDCO: Path to the Redesigned DOCLINE
- NTO: New Moodle Asynchronous On-Demand Class: PubMed Essentials
- NER: How Do You Maintain Science Learning While on Summer Break? Citizen Science!
- PNR: DataFlash: Staying Informed
Upcoming Online Training Opportunities*
Asynchronous Moodle Course
- Big Data in Healthcare: Exploring Emerging Roles (July 9 – August 31)
- Stand Up for Health: Health and Wellness Services for Your Community (July 9 – August 5)
Webinars July 9-13
- SCR: Cultural Competencies and the Strategic Prevention Framework (July 11, 10 AM CT/11 AM ET)
- NTO: PubMed for Librarians: Using Evidence-Based Search Features (July 11, 1 PM ET)
- PNR: Universal Design for Learning (UDL) to Promote Framework Principles Adoption, Student Engagement, and Active Learning (July 11, 10 AM PT/1 PM ET)
- PNR: Partners: Past Projects and Future Opportunities (July 12, 1 PM PT/4 PM ET)
- SEA: SEAside Webinar: The Prescription Drug and Heroin Epidemic: A Public Health Response (July 12, 2018, 2 PM ET)
Visit the NNLM Training Schedule for all upcoming webinars and classes.
NNLM Webinars Available on YouTube**
- SCR Teaching – Beyond an Apple a Day
- PNR Rendezvous – Unlocking the Potential of De-Identified Clinical Datasets
- SEAside Webinar – Gauging the Quality of Open Access References in PubMed: The MEDLINE, PubMed Central, and PubMed Connection
- PubMed and Beyond: Clinical Resources from the National Library of Medicine
National Institutes of Health (NIH), National Library of Medicine (NLM), and National Center for Biotechnology Information (NCBI) News
- NIH Director’s Blog: First Day in the Life of Nine Amazing Creatures
- NIH: Protect Your Hearing this July 4th
- NIH: Communicating the Value of Race and Ethnicity in Research
- NLM Welcomes Applications to Its Michael E. DeBakey Fellowship in the History of Medicine for 2019 (Apply by September 28)
- Request for Quotations: 2018 HIV/AIDS Community Information Outreach Projects (Quotations Due: July 10, 2018 12 PM ET)
- Introducing the My MedlinePlus Newsletter
- Job Openings: General Engineer (Apply by July 2)
- Job Openings: Senior Technical Information Specialist in the Library Technology Services Section, Technical Services Division, Library Operations, National Library of Medicine (NLM) (Apply by July 2)
NLM Technical Bulletin
- Test pilot the new PubMed by visiting PubMed Labs
- NLM to Discontinue PubMed Health on October 31, 2018
- TOXMAP Update: New Version Replaces Classic and Beta Versions
- MeSH on Demand: New Tutorial Available
- Policy Changes for Multiple Translations of the Same Journal Article
- NLM Technical Bulletin – May-June 2018 Issue Complete
- Summer 2018 NIH Data Hackathon (July 23-25, 2018)
- PubMed Journals will be Shut Down
- The NCBI Bookshelf Offers Resources Related to the Opioid Crisis
- Circulating Now: NLM in Pictures – Read It This Summer
- Circulating Now: Making Exhibition Connections: Melnick Medical Museum
- NLM in Focus: NCBI Hackathons Hit 25 and Celebrate with Bacon, Disco, and More
- Musings on the Mezzanine: NLM Delivers for Health Services Research
- Call for Applicants: Sewell Stipend to Attend the 2018 APHA Annual Meeting (Application Deadline: July 18 11 PM CT)
NNLM SEA Communications
* Notes on NNLM Training Opportunities
- All sessions listed are sponsored by a specific regional or national office, but open to all.
- Webinars are scheduled for 1 hour unless otherwise noted.
- The NNLM class registration system requires a free NNLM account prior to registration.
- Visit the NNLM Training Opportunities to register and view a full calendar of training opportunities.
- Please visit the NNLM Acronym Guide to understand the acronyms.
- Refer to this guide to claim MLA CE credit.
- Not all Training Opportunities listed provide MLA CE credit. Please refer to the class page to see if a specific session offers credit.
** Please note that NNLM recordings on YouTube may not have MLA CE Credit available. Please contact the regional office that sponsored the webinar for details.
Bipolar Disorder is a mental illness that causes those that have it to experience unusual mood changes. An individual will bounce between manic phases in which they feel happy and active to depression phases where they feel sad and hopeless.
With growing evidence pointing toward gut health and inflammation playing a role in a variety of health conditions, researchers at John Hopkins University School of Medicine launched an interesting study. The study was designed to determine if probiotics could help discharged patients avoid rehospitalization
The findings of the JHU study showed that those treated with probiotics were rehospitalized significantly less than those in the placebo group. Those that did require rehospitalization required substantially less time in the hospital than those in the placebo group. Although the results could change future treatment options the data is new and the sample size was small.
Read the entire study here.
Exciting news! NLM is launching My MedlinePlus, a weekly newsletter that will feature all the latest and greatest from MedlinePlus. The newsletter will include information on diseases and conditions, tips on health and wellness, our newest recipes, and much more!
To subscribe to the My MedlinePlus weekly newsletter, follow this link. We hope you will subscribe and keep reading.
And remember, you can always find trusted health information at MedlinePlus.gov.
On June 15, PubMed Journals, an NCBI Labs project, was discontinued. It was launched in September 2016 as part of NCBI Labs, a product incubator for delivering new features and capabilities to NCBI end users. PubMed Journals helped people follow the latest biomedical literature by making it simple to find and follow journals, browse new articles, and included a Journal News Feed to track new arrivals, news links, trending articles and important article updates.
NLM appreciates the feedback provided by users that helped to make PubMed Journals a productive test of new ideas. In the time the experiment ran, nearly 20,000 people followed 10,453 distinct journals and each customer followed three journals on average. Though PubMed Journals will no longer exist as a separate entity, NLM hopes to add its features into future NCBI products. For more information about NCBI Labs visit the NCBI Insights blog.
Big data and research data management are evolving quickly and it can be challenging to keep up with developments in the field. Social media is a great way to keep track and to ask questions of colleagues, researchers, and vendors. Below are several links worth checking out…
CANLIB-DATA is a listserv for issues related to research data in Canadian libraries, with more than 350 subscribers.
DataCure “is a Google group of librarians and information professionals whose members have significant roles or responsibilities in providing services in managing or curating research data. Datacure exists to provide a safe space for data professionals to talk frankly about their ideas, projects, successes, and struggles with their work.”1
Datalibs distribution list is intended to serve as both a bulletin board for news, upcoming events, and continuing education/job opportunities as well as a forum that librarians can use to post questions or to initiate and engage in discussions. Join via the Journal of eScience Librarianship website.
IASST-L The International Association for Social Science Information Services and Technology (IASSIST) is an international organization of professionals working with information technology and data services to support research and teaching in the social sciences. Join IAssist ($50 USD annually) to access their organization’s email discussion list IASST-L.
MLA Data-SIG is the Medical Library Association’s data related special interest group. Membership in the MLA is required to access the SIG list serv.
@NNLM_RD3 is the NNLM RD3: Resources for Data-Driven Discovery website’s Twitter feed. When tweeting, use the #datalibs hashtag to reach out to other data librarians.
RDAP or the Research Data Access & Preservation Summit is relevant to the interests of data managers, data curators, librarians working with research data, and researchers and data scientists. RDAP is currently in transition and has moved its listserv to a new server. RDAP’s new e-mail address may be the best place to inquire about further developments.
RESEARCH-DATAMAN is an email discussion list for United Kingdom education and research communities.
The data science departments on your own campus may also host listservs, Twitter sites, Facebook pages, or blogs. The University of Washington’s eScience Institute is just one example of the data related centers available near the PNR’s home base. If you know of additional data related listservs, Google Groups, or Twitter sites, share them with your colleagues by entering them in the comments section below.
1 Barbrow S, Brush D and Goldman J. (2017). Research data management and services: Resources for novice data librarians; ACRL College and Research Libraries News, 78(5)
According to a recent article in Harvard Health, people tend to lose bone mass at a rate of 1% per year after age 40. This can result in osteoporosis, with even simple activities such as bending over to tie a shoelace becoming a potential risk for a fracture.
Unfortunately, at least in my networks, aerobic exercise, let alone strength training, is often talked about as more of a lifestyle option rather than necessary for health. But both are important for delaying bone loss and improving bone health.
- 150 minutes (2 hours and 30 minutes) each week of moderate-intensity aerobic physical activity (such as brisk walking or gardening)
- 75 minutes (1 hour and 15 minutes) each week of vigorous-intensity aerobic physical activity (such as jogging or swimming laps)
- An equivalent combination of moderate- and vigorous-intensity aerobic physical activity
Additionally, they also recommend muscle strengthening exercises using weights or bands two or more times a week.
However, a study done by National Center for Chronic Disease Prevention and Health Promotion researchers in 2008 found that only a third of older adults (defined as greater or equal to 65) actually meet these guidelines and less than a sixth (14.1%) met muscle-strengthening guidelines.
While habits are harder to form the older one gets, it’s never too late (or early to start). The National Institute on Aging at NIH designed a physical activity campaign called Go4Life. It’s divided into three phases:
- Get Ready – becoming motivated and learning about the importance of exercise and diet
- Get Set – figuring out where to start or restart your exercise program by setting goals and planning
- Go! – tracking your activities and building it into your daily life (e.g. signing up for weekly coaching tips via text)
Exercises are divided into four types (Endurance, Strength, Balance, and Flexibility) and participants are encouraged to integrate all four into their routine. The website provides instructions on how to complete these activities, downloadable templates for tracking progress, and both educational and motivational materials you can order for free.
Always consult a doctor before starting a new exercise program. Learn more and get started at https://go4life.nia.nih.gov/
The National Network of Libraries of Medicine Training Office (NTO) is happy to announce the rollout of a new self-paced, on-demand PubMed class.
What is the class about?
This class is about PubMed, a free resource that provides access to the National Library of Medicine database of citations and abstracts. If you’ve wondered what disciplines are included in PubMed or how to search for a specific article, this short course is for you.
How long does the class take to complete?
The course is designed to take approximately one hour to complete.
Who should take this class?
If you are new to PubMed or just want a refresher this class is for you.
What is the format of the class?
The class is made up of 12 very short video-modules (2-3 minutes each) with interactive exercises built into each video-module so you can explore PubMed at your own pace. PubMed Essentials is available via Moodle 24/7 (upon registration).
Can I earn MLA CE for this class?
Yes, upon completion of the course and the evaluation, the course is approved for 1 MLA CE credit.
Register here: https://nnlm.gov/class/pubmed-essentials-demand/8137
Report on ACH Four-Day 2018 ENRICH Course, “Nurturing Resilience: Communication Skills for Building Healthier Organizations”
by Melliza C. Young, MD, CCP, CHCQM, CDE
Patient Education Manager
Guam Regional Medical City
It was a great honor to represent Guam and the Micronesian islands from the Western Pacific region at the ENRICH (Enriching Relationships in Communication and Healthcare) course, organized by the Academy of Communication in Healthcare (ACH). This year’s ENRICH theme was Nurturing Resilience: Communication Skills for Building Healthier Organizations, held at the Hilton Tampa Downtown in Florida from May 31 to June 3. As one of the recipients of the ACH 2018 Health Equity Scholarship, my presence at the course would not have been possible without the generous support I received from the National Network of Libraries of Medicine – Pacific Southwest Region’s (NNLM PSR) Professional Development Award.
ACH is an organization of professionals from multiple disciplines (e.g. educators, patient advocates, physicians, nurses, social workers, psychologists, hospital administrators, etc.) who are dedicated to improving communication and relationships in healthcare. More than 200 ACH-member and non-member professionals representing multiple disciplines from all over the nation, and from as far as Guam and Brazil, participated in this year’s ENRICH Course. Tim Gilligan, MD, the ENRICH Course Director, officially opened the course and welcomed the participants in the general session. The 2018 ENRICH scholarship recipients were also recognized during the Welcome Session, followed by Dr. Gilligan’s presentation about what relationship-centered means and an overview of the ENRICH course format. During the course of a four-day training, I was immersed in various activities such as a workshop track, an integrated learning group, and the keynote sessions.
The ENRICH course typically offers five different workshop tracks: (1) improving patient experience with relationship-centered communication skills; (2) coaching and feedback through relationship, reflection and intentional change; (3) communication skills for effective conflict engagement; (4) fostering resilience; and (5) culture, diversity, and hierarchy. I specifically took the track on Improving Patient Experience with Relationship-centered Communication Skills, which offered didactics in teaching a critical set of communication competencies that healthcare professionals must demonstrate for the delivery of high-quality care. It was led by ACH Faculty Facilitators Auguste H. Fortin IV, MD, MPH, FACP, FACH (co-author of the book Smith’s Patient-Centered Interviewing: An Evidence-Based Method (3rd edition) and Stuart Sprague, PhD. The workshop introduced the three evidence-based, fundamental skills on relationship-centered communication:
Skill Set One: The Beginning of the Encounter – wherein the healthcare professional begins to create rapport quickly through greeting and introductions, attending to the client’s comfort by engaging in “small talk before big talk,” and in minimizing communication barriers. This was followed by eliciting the “list” of client’s concerns, acknowledging each item on the list, and encouraging the client to be exhaustive of their list by asking “What else?” Once the healthcare professional reviewed the list and established the client’s priorities, he/she will state their own agenda for the encounter and gently negotiate with the client.
Skill Set Two: Relationship-Centered – during this stage the healthcare professional builds trust with the client by engaging in conversation using open-ended questions/requests, asking explicitly about their ideas and expectations as they listen attentively and reflectively. While the client’s perspective or personal story is explored, the healthcare professional recognizes and names any emotion displayed and responds appropriately with empathy. Empathy can be expressed with statements of feelings or nonverbal emotional expressions. It is also at this skill level that the healthcare professional transitions the encounter towards their own agenda.
Skill Set Three: Ending the Encounter – during this final stage, the healthcare professional shares information to the client in small chunks using plain language followed by assessment of their understanding using the A-R-T (Ask-Respond-Tell) loops. The encounter ends as information is clarified using plain summaries, eliciting final questions, and with the healthcare professional acknowledging and assuring support.
The didactic presentations of each relationship-centered communication skill was followed by active skills practice through small group sessions. My small group session of three course participants was facilitated by Stuart Prague, PhD, Rosalind De Lisser, FNP and Lynda Tang, DO. Each participant was asked to provide a scenario for a particular skill that he/she would like to role play – whether relationship-centered skills 1, 2, or 3, or a combination of any. Coaching and feedback were actively exchanged throughout the session, ensuring that each participant is satisfied or confident about the skill/s. My takeaway from this workshop track is the increased awareness that communication skills, similar to learning a procedural technique or any other skill, can be learned and enhanced through practice. The feedback I received during the role play and case-based skills practice helped me internalize communication as an essential “procedure” in my occupational role as a patient educator. More importantly, the workshop track helped broaden my perspective during any type of communication dynamics to simply be mindful of how and what I do to contribute positively and meaningfully to that dynamic.
This is a unique feature of the ENRICH course that cultivates a learner-centered environment by allowing the participants to develop their own learning objectives for the course and focus on personal learning needs while working on their communication skills and awareness of interpersonal interactions. The ACH facilitators’ role is to collaborate with the group participants to fashion exercises towards helping accomplish each participant’s learning goals. Similar to the Workshop Track, there are several options in the Learning Group: Integrated Group, Narrative Group, Case-based Group, Intact Teams, Leadership Group, and Coaching Group. For my particular interest, and being a first-time attendee, I participated in one of the Integrated Groups that was facilitated by Carol Chou, MD, Denise Mohess, MD, and Sumita Kalra, MD. Our group met daily over the four-day ENRICH course. We had a total of seven course participants who actively collaborated in addressing a number of personal and professional challenges in communication that each experienced. Given that the principles of confidentiality and trust are innate to the format of ENRICH Learning Groups, we all had the opportunity to openly brainstorm approaches to various interpersonal and interprofessional communication dilemmas. We also role played and practiced challenging scenarios that, in some instances, broke emotional boundaries in a sincere, eloquent manner. Personally, I found the Learning Group to be the most meaningful part of the ENRICH course because the experience elevated my self-awareness and inspired me to communicate purposefully.
There were two keynote speakers at the ENRICH Course: Lyuba Konopasek, MD on Combating Burn Out, Promoting Clinician Well-Being: WHAT CAN WE DO?, and Patrice Buzzanell, PhD, on Communicative Construction of Resilience for Well-Being. Dr. Konopasek is the Director for Professional Development and Well-Being at the New York-Presbyterian Hospital in New York and is a member of the ACGME Task Force on Physician Well-Being. She began her presentation by introducing the guiding principles from the Charter on Physician Well-Being published by the Journal of the American Medical Association (JAMA), and posited that such charter applies to the various disciplines in the health care industry since well-being is a shared responsibility at different levels – individual, professional, organizational, and societal. She likewise highlighted IHI’s (Institute for Healthcare Improvement) philosophy from the Triple Aim to Quadruple Aim, “that the care of the patient requires care of the provider.” However despite having these guiding principles that touch on clinician well-being, current data reveal that at least one U.S. physician commits suicide every day and the culprit is high prevalence of burnout. Dr. Konopasek defined burnout as a response to occupational stress having three dimensions – emotional exhaustion, depersonalization and cynicism, and inefficacy or lack of personal achievement. Burnout is measurable using tools such as the Maslach Burnout Inventory (MBI), Mayo Well-Being Index, Gallup Engagement Survey, and C-Change. She then addressed the key drivers of burnout that can lead to several personal and professional repercussions, such as alcohol and substance use, depression, decreased patient satisfaction, and decreased productivity and professional effort. Dr. Konopasek therefore asserted that “both individual-focused and organization-focused strategies can increase engagement and decrease burnout” among clinicians and healthcare professionals alike. She introduced an Institutional Roadmap for Well-Being that she hopes organizations will adopt, as well as some practical skills at the level of both organizational and individual well-being. Finally, she concluded her presentation by leaving some positive psychology that one can reflect at the end of each day: “Think of one person you helped, and one thing you learned.”
Dr. Buzzanell, a Professor & Chair of the Department of Communication, University of South Florida and an Endowed Visiting Professor, School of Media & Design in Shanghai Jiaotong University, was the second keynote speaker. She began her presentation by sharing her personal story of resilience. Additionally, she encouraged the audience to recall our own stories of resilience – whether extraordinary happenings that turn our world upside down, or simply an everyday or ordinary resilience. Resilience, according to Dr. Buzzanell, is a process “constituted in and through communicative processes that enhance peoples’ abilities to create new normalcies; is neither something we do alone nor an inherent characteristic that only some people have; situates processes of reintegration and transformation in human interaction and network structures; relies upon discursive and material processes; and develops over the lifespan of individuals, communities, and institutions.” She also succinctly described the five key processes for constructing resilience: (1) crafting normalcy (talk and say and do); (2) foregrounding productive action while backgrounding negative feelings (legitimizing); (3) affirming identity anchors (who-person, spiritual); (4) maintaining and using communication networks (ties to rely on); and (5) putting alternative logics to work (reframing). By facilitating a brief reflection exercise among the audience, Dr. Buzzanell demonstrated and explained how language, interaction, and networks help to cultivate and implement resilience processes. She emphasized that resilience is a multilevel and overlapping series of processes that spans individuals, dyadic, and family, as well as occupational, organizational, societal, cultural, national and global. Although “how communication facilitates or hinders this process remains murky,” she challenged the audience to “consider how adaptation and transformation act separately and together to develop futures that enable people not only to survive but also to consider more viable futures.”
To journey thousands of miles away from home for the purpose of scholarly gain is a demonstration of my strong interest and commitment to improving health literacy in our island communities through effective delivery of health-related information. Health literacy requires an individual to obtain, process, and understand health information in order to make informed decisions about their health. Hence, a relationship-centered communication is essential in building rapport and in enhancing the experience between individual patients and their families, healthcare providers and healthcare systems towards the development, nurturing and improvement of an individual’s health literacy. The ENRICH course hosted by ACH provided me an exceptional venue for a comprehensive and intensive training in relationship-centered communication. As a first-time attendee, I had the opportunity to learn and practice the skills that are key to improving encounters between healthcare professionals and patients under the guidance of seasoned ACH faculty and facilitators. Eliciting the “list” will definitely guide patient educators in providing access to more personalized, relevant health information while also allowing us to deliver it more efficiently. In addition, immediately putting into action the skills I learned on self-awareness, as well as attentive and reflective listening will pave the way to using empathetic statements intentionally and liberally in my face-to-face encounters with very diverse clients. Furthermore, these learned skills in relationship-centered communication have made me confident to engage in challenging conversations with patients, and even with colleagues. Indeed, this ENRICH course empowered me with new knowledge and enhanced communication skills that I hope to infuse in the daily processes of my department and within our hospital community at the Guam Regional Medical City within the next six months!
The GMR office is excited to announce that Tina Griffin at the University of Illinois at Chicago has been granted a Research Data Award to develop the Research Data Management Best Practice Implementation Program for Graduate Students in STEM and Health Sciences!
Today, data management practices by students are largely learned by conforming to the laboratory culture and adopting habits from the environment in which they work. There is no known national mandatory data management training for students. The recent NLM strategic plan (PDF) recognizes the importance of the role of libraries in advancing open science and data management, and many academic libraries are heeding the call by providing research data management education services.
This project will pilot a flipped classroom model to present students with appropriate research data management practices in an eight-week intensive program. In this program, the students are expected to engage with the instructional content outside the classroom, while using the in-person classroom time to engage in activities that demonstrate competency and understanding of the content. The 8-week program will cover the following topics:
- Introduction to Data management principles;
- Deep Dive – discipline standards, DMP draft;
- Project map, project narrative starts;
- Folder structure develops;
- File naming, table of contents, indexing develop;
- Templates develop;
- DMP finalized, project narrative finalized; and
- Ongoing practice, personal policy developed
The classroom time will be used by the students to systematically develop and holistically integrate these practices in to their research projects. This pilot project is unique in that it addresses both education about data management practices and the integration of best practices into the research workflow in a personalized manner.
The outcome of this pilot may introduce a new method to serve more students in a more effective manner with better long-term adoption of data management best practices. It also begins a longitudinal study to determine how these practices may contribute to successful dissertation/thesis completion and/or how they may prepare students for the workforce.
The World Health Organization has released the newest version of the International Classification of Diseases, ICD-11. The ICD tracks health trends and statistics globally. The nearly 55,000 unique codes identify injuries, diseases, symptoms, and causes of death. These codes are the common language that health care professionals use to share information worldwide.
This new version of ICD has been in progress for several years and involved a large team of contributors. Due to the scope of the project, it will not start being used until 2022. This will allow time for users to familiarize themselves with the new product and prepare for implementation.
One new feature that is being touted as user friendly is a fully electronic version of the product which is a first for ICD. There are also new chapters that include traditional medicine and sexual health. The sexual health chapter is most notable for reclassifying transgender so that is no longer a mental health condition. Another well publicized addition to ICD-11 is gaming disorder is now listed as an addictive disorder.
WHO’s Assistant Director-General for Health Metrics and Measurement, Dr Lubna Alansari, says: “ICD is a cornerstone of health information and ICD-11 will deliver an up-to-date view of the patterns of disease.”