ArticleJournal of the Medical Library Association : JMLA2009
The health sciences librarian in medical education: a vital pathways project task force.
Article in Journal of the Medical Library Association : JMLA, 2009. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
6 citing papers in PubMed.
- The educational role of clinical informationist on improving clinical education among medical students: Based on Kirkpatrick model.Journal of education and health promotion · 2020Article
- Hospital library closures and consolidations: a case series.Journal of the Medical Library Association : JMLA · 2019Article
- Pivoting: leveraging opportunities in a turbulent health care environment.Journal of the Medical Library Association : JMLA · 2015Article
- Current practices in library/informatics instruction in academic libraries serving medical schools in the Western United States: a three-phase action research study.BMC medical education · 2013Article
- Evolution, revolution, or obsolescence: an examination of writings on the future of health sciences libraries.Journal of the Medical Library Association : JMLA · 2012Article
- Using LibGuides to offer library service to undergraduate medical students based on the case-oriented problem solving curriculum model.Journal of the Medical Library Association : JMLA · 2011Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesThe Medical Education Task Force of the Task Force on Vital Pathways for Hospital Librarians reviewed current and future roles of health sciences librarians in medical education at the graduate and undergraduate levels and worked with national organizations to integrate library services, education, and staff into the requirements for training medical students and residents.
methodsStandards for medical education accreditation programs were studied, and a literature search was conducted on the topic of the role of the health sciences librarian in medical education.
resultsExpectations for library and information services in current standards were documented, and a draft standard prepared. A comprehensive bibliography on the role of the health sciences librarian in medical education was completed, and an analysis of the services provided by health sciences librarians was created.
conclusionAn essential role and responsibility of the health sciences librarian will be to provide the health care professional with the skills needed to access, manage, and use library and information resources effectively. Validation and recognition of the health sciences librarian's contributions to medical education by accrediting agencies will be critical. The opportunity lies in health sciences librarians embracing the diverse roles that can be served in this vital activity, regardless of accrediting agency mandates.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.