Search

Background: Supplementary search methods, including citation searching, are essential if systematic reviews are to avoid producing biased conclusions. Little evidence exists on how to prioritise databases for citation searching or to establish whether using multiple sources is beneficial. Objectives: A systematic review examining urgent and emergency care reconfiguration was used to investigate the utility of citation searching on Web of Science (WOS) and/or Google Scholar (GS). Methods: This case study investigated numbers of studies, additional studies and unique studies retrieved from both sources. In addition, the time to search, the ease of adding references to reference management software and obtaining abstracts of studies for screening are briefly considered. Results: WOS retrieved 62 references after deduplication of the results, 52 being additional references not retrieved during the database searching. GS retrieved 134 unique references with 63 additional references. WOS and GS retrieved the same three additional included studies. WOS was less time intensive to search given the facility to restrict to English language papers and availability of abstracts. Conclusions: In a single systematic review case study, citation searching was required to identify all included studies. Citation searching on WOS is more efficient, where a subscription is available. Both databases identified the same studies but GS required additional time to remove non‐English language studies and locate abstracts. [ABSTRACT FROM AUTHOR]

Summary: Background: Bariatric surgery and weight loss devices have been considered as a therapeutic option in some settings for adolescents with severe obesity. We conducted a systematic review and qualitative evidence synthesis of factors affecting adolescent and caregiver decision‐making processes around such interventions, as well as post‐surgery demands and challenges, so that their experiences might be better understood and improved support given. No previous qualitative evidence synthesis has been published on this topic. Methods and findings: We searched 10 bibliographic databases and followed‐up gray literature and citations sources. We performed a qualitative evidence synthesis on 19 primary qualitative research studies in adolescents aged 13 years or older. They reported diverse motivations and incentives for considering these interventions, including the physical and social problems resulting from living with obesity, and an awareness of the benefits and limitations of interventions. They reported that they need: information, physical and emotional support and, in some cases, financial assistance. There was high confidence in a majority of these findings (GRADE CERQual). Conclusions: We found that supportive interventions accompanying bariatric surgery should be in place to offer: practical help; address anxieties and uncertainties; and facilitate both appropriate decision‐making and the achievement of young people's desired outcomes. [ABSTRACT FROM AUTHOR]

Mental health crises cause significant distress and disruption to the lives of individuals and their families. Community crisis care systems are complex, often hard to navigate and poorly understood. This realist evidence synthesis aimed to explain how, for whom and in what circumstances community mental health crisis services for adults work to resolve crises and is reported according to RAMESES guidelines. Using realist methodology, initial programme theories were identified and then tested through iterative evidence searching across 10 electronic databases, four expert stakeholder consultations and n = 20 individual interviews. 45 relevant records informed the three initial programme theories, and 77 documents, were included in programme theory testing. 39 context, mechanism, outcome configurations were meta‐synthesized into three themes: (1) The gateway to urgent support; (2) Values based crisis interventions and (3) Leadership and organizational values. Fragmented cross‐agency responses exacerbated staff stress and created barriers to access. Services should focus on evaluating interagency working to improve staff role clarity and ensure boundaries between services are planned for. Organizations experienced as compassionate contributed positively to perceived accessibility but relied on compassionate leadership. Attending to the support needs of staff and the proximity of leaders to the front line of crisis care are key. Designing interventions that are easy to navigate, prioritize shared decision‐making and reduce the risk of re‐traumatizing people is a priority. [ABSTRACT FROM AUTHOR]

The requirement for literature searches that identify studies for inclusion in systematic reviews should be systematic, explicit, and reproducible extends, at least by implication, to other types of literature review. However, realist reviews commonly require literature searches that challenge systematic reporting; searches are iterative and involve multiple search strategies and approaches. Notwithstanding these challenges, reporting of the "realist search" can be structured to be transparent and to facilitate identification of innovative retrieval practices. Our six‐component search framework consolidates and extends the structure advanced by Pawson, one of the originators of realist review: formulating the question, conducting the background search, searching for program theory, searching for empirical studies, searching to refine program theory and identifying relevant mid‐range theory, and documenting and reporting the search process. This study reviews reports of search methods in 34 realist reviews published within the calendar year of 2016. Data from all eligible reviews were extracted from the search framework. Realist search reports poorly differentiate between the different search components. Review teams often conduct a single "big bang" multipurpose search to fulfill multiple functions within the review. However, it is acknowledged that realist searches are likely to be iterative and responsive to emergent data. Overall, the search for empirical studies appears most comprehensive in conduct and reporting detail. In contrast, searches to identify and refine program theory are poorly conducted, if at all, and poorly reported. Use of this framework offers greater transparency in conduct and reporting while preserving flexibility and methodological innovation. [ABSTRACT FROM AUTHOR]

Identity has been empirically established as a recovery process from serious mental illness (SMI) yet is often overlooked within intervention evaluations. Community arts presents one such intervention with emerging evidence illustrating the potential for recovery to occur within this context. However, research indicates numerous mechanisms may be involved in the identity recovery process, making it difficult to determine what works, for whom and in what context. The current review aimed to generate new theories to explain how, why and in what context community arts enable the identity change recovery process for individuals with SMI. A realist review was conducted between January and September 2021, with 22 articles and reports reviewed and synthesised to develop a theory. A safe and empowering intervention context was found to be vital to activate three key mechanism pathways: (a) feeling in control of SMI through coping; (b) achieving acceptance through connectedness and (c) overcoming personal challenges. The outcome was the development of positive self‐awareness, which enables individuals to redefine identity beyond SMI through both social and personal identities. Novel insights are presented through theory development, utilising the Social Identity Approach to Health and Transformative Learning Theory to conceptualise the findings through a multi‐theoretical lens. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement. [ABSTRACT FROM AUTHOR]

The complexity associated with how interventions result—or fail to result—in outcomes and how context matters is increasingly recognised. Logic models provide an important tool for handling complexity, with contrasting uses in programme evaluation and evidence synthesis. To reconcile these, we developed an approach that combines the strengths of both traditions, propose a taxonomy of logic models, and provide guidance on how to choose between approaches and types of logic models in systematic reviews and health technology assessments (HTA). The taxonomy distinguishes 3 approaches (a priori, staged, and iterative) and 2 types (systems‐based and process‐orientated) of logic models. An a priori logic model is specified at the start of the systematic review/HTA and remains unchanged. With a staged logic model, the reviewer prespecifies several points, at which major data inputs require a subsequent version. An iterative logic model is continuously modified throughout the systematic review/HTA process. System‐based logic models describe the system, in which the interaction between participants, intervention, and context takes place; process‐orientated models display the causal pathways leading from the intervention to multiple outcomes. The proposed taxonomy of logic models offers an improved understanding of the advantages and limitations of logic models across the spectrum from a priori to fully iterative approaches. Choice of logic model should be informed by scope of evidence synthesis, presence/absence of clearly defined population, intervention, comparison, outcome (PICO) elements, and feasibility considerations. Applications across distinct interventions and methodological approaches will deliver good practice case studies and offer further insights on the choice and implementation of logic modelling approaches. [ABSTRACT FROM AUTHOR]

Background In recognising the potential value of theory in understanding how interventions work comes a challenge - how to make identification of theory less haphazard? Objectives To explore the feasibility of systematic identification of theory. Method We searched PubMed for published reviews (1998-2012) that had explicitly sought to identify theory. Systematic searching may be characterised by a structured question, methodological filters and an itemised search procedure. We constructed a template (BeHEMoTh - Behaviour of interest; Health context; Exclusions; Models or Theories) for use when systematically identifying theory. The authors tested the template within two systematic reviews. Results Of 34 systematic reviews, only 12 reviews (35%) reported a method for identifying theory. Nineteen did not specify how they identified studies containing theory. Data were unavailable for three reviews. Candidate terms include concept(s)/conceptual, framework(s), model(s), and theory/theories/theoretical. Information professionals must overcome inadequate reporting and the use of theory out of context. The review team faces an additional concern in lack of 'theory fidelity'. Conclusions Based on experience with two systematic reviews, the BeHEMoTh template and procedure offers a feasible and useful approach for identification of theory. Applications include realist synthesis, framework synthesis or review of complex interventions. The procedure requires rigorous evaluation. [ABSTRACT FROM AUTHOR]

The critical appraisal and quality assessment of primary research are key stages in systematic review and evidence synthesis. These processes are driven by the need to determine how far the primary research evidence, singly and collectively, should inform findings and, potentially, practice recommendations. Quality assessment of primary qualitative research remains a contested area. This article reviews recent developments in the field charting a perceptible shift from whether such quality assessment should be conducted to how it might be performed. It discusses the criteria that are used in the assessment of quality and how the findings of the process are used in synthesis. It argues that recent research indicates that sensitivity analysis offers one potentially useful means for advancing this controversial issue. Copyright © 2014 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This feature briefly examines the development of knowledge translation, knowledge transfer and the knowledge broker role as constituting the next manifestation of the movement that brought us evidence based medicine and its derivatives. It examines the extent to which health information professionals currently meet the specification for a knowledge broker role. In doing so it assesses the strengths and weaknesses of the profession when ranged alongside the five components of the knowledge transfer process that is, problem identification; knowledge development and selection; analysis of context; knowledge transfer interventions; and knowledge utilization. Current deficiencies also lie in a need for political astuteness and awareness and in a lack of knowledge of the most significant models of behavioural change. The feature concludes by examining the potential for knowledge team approaches arguing that gains from a wider perspective that encompasses the entire knowledge process may be even more significant than the pooling of collective knowledge, skills and expertise. [ABSTRACT FROM AUTHOR]

Clinical librarian services have been in existence for over 40 years. Although three systematic reviews have examined clinical librarian roles they continue to pose a challenge to rigorous evaluation. Difficulties can be articulated around their Population, Intervention, Comparator and Outcome (PICO) characteristics as well as within a wider evaluation framework. This feature suggests that developments within health research aimed at evaluating complex interventions may hold the key to assessing the contribution of such a variety of service models. [ABSTRACT FROM AUTHOR]

Purpose: To characterise the training needs of those providing clinical question answering services (CQAS). Participants: Seventeen specialist UK staff working in CQAS, 21 from general health library UK staff and eight international respondents. Methodology: A literature review examined documented training needs for CQAS staff. A follow-up questionnaire examined prior training and experience and identified training needs for the surveyed staff. Results/outcomes: Ninety per cent of CQAS staff had worked in health services for 3 years or longer. Training received in preparation for the CQAS role comprised literature searching (including the PRECEPT/ADEPT and cochrane library courses) and critical appraisal. Skills considered ‘essential’ for clinical question answering were ‘literature searching’ (100%), ‘understanding the context of clinical questions’, ‘bibliographic databases’, ‘evidence-based sources’ and ‘the Internet’ (all 93%). Main training needs for specialist CQAS staff include management and organisation of CQAS and technical skills in interpretation and presentation. Discussion/conclusion: CQAS staff require a formal training programme. Most CQAS staff considered that this should be a mandatory requirement. [ABSTRACT FROM AUTHOR]

The article focuses on reflective practices in evidence-based information research. He states that the Medical Library Association's research policy statement calls for members to utilize reflective practice where the profession's evidence base is routinely utilized. He comments on the Stages of Change model concerning health education or promotion where healthcare providers attempt to initiate useful life change for a patient's benefit and the relation between reflective practice and evidence-based practice.

The article discusses research which was conducted from the viewpoint of a library manager in a medium sized medical library and was concerned with the ways that participation in a regional duplicate exchange scheme compared with other methods for fulfillment of missing issues in terms of costs and benefits. A discussion of duplicate exchange schemes that are seen in research, and of of the advantages and disadvantages that are associated with evidence-based library and information practice, is presented.

The article discusses the term hierarchy of evidence which is found frequently in research that is concerned with evidence-based medicine and evidence-based research. In the article the author offers his opinions on the term and discusses alternatives for it which can be used to conduct more accurate and effective research, including signal-to noise ratios, evidence typologies and evidence networks. Research which has evaluated the effectiveness of different types of research methodologies is discussed.

Background: This article describes the potential role for National Health Service (NHS) libraries in supporting health research. The content is partly based on the proceedings of the ‘Best Information for Best Research for Best Health’ event at University of Leicester in November 2006. Objectives: With reference to the UK Department of Health's Research and Development (R&D) strategy, Best Research for Best Health and the Cooksey Review of public funding of health research, the article seeks to identify areas where NHS library and information staff can become involved in supporting the research process. Methods: The authors examined the challenges and opportunities that these reports offer and looked at two areas where library and information services (LIS) staff can potentially expand their services-supporting researchers at every stage of the research process and transferring research into practice. Results: Staff in NHS libraries need to create an environment in which their role in the research process is recognized and valued. LIS staff can develop roles within the research process and thereby improve the robustness and validity of research outputs. Training and development of LIS staff is a key priority and can be taken forward despite the limitations of budgets and staffing levels. Conclusions: A proactive and assertive approach is needed to achieve a cultural shift within NHS library practice from supporting research from the outside, to being fully integrated within the research process. [ABSTRACT FROM AUTHOR]

The author discusses evidence-based practice (EBP) and what he considers oversimplification of the so-called 5A model, that is ask, acquire, appraise, apply, and assess. He cites M. Newman et al. regarding the complexity and iterative nature of what is otherwise simplified by the 5A model. The author notes what he observes as a frequent reliance on an ongoing apply-assess feedback loop within the 5-stage process. He discusses an alternative EBP model, a so-called work in progress, where the 5A model steps include articulate, assemble, assess, agree, and adapt. Each step is discussed.

The article discusses the use of wide-ranging research initiatives or smaller research projects to generate evidence regarding the practices of library and information services in health fields. The author compares definitions of evidence in library science to those of healthcare and suggests social care provides a model of user-focused service evaluation that can provide evidence in library science. Distinctions between research and evaluation in the British National Health Service are noted. The author comments that evaluation-based efforts can lead to projects lacking a hypothesis and changes in the form of statistics used.

A case study is presented which focuses on collection management in health services libraries, with particular focus given to the practice of discarding of materials considered outdated. The nature of information gathered within books, collection development policies, and the lack of shelving space for expanding collections faced by many health libraries are examined. The importance of communicating a library's collection management policy with library users is also discussed.

Background and objectives: The expansion of evidence-based practice across sectors has lead to an increasing variety of review types. However, the diversity of terminology used means that the full potential of these review types may be lost amongst a confusion of indistinct and misapplied terms. The objective of this study is to provide descriptive insight into the most common types of reviews, with illustrative examples from health and health information domains. Methods: Following scoping searches, an examination was made of the vocabulary associated with the literature of review and synthesis (literary warrant). A simple analytical framework—Search, AppraisaL, Synthesis and Analysis (SALSA)—was used to examine the main review types. Results: Fourteen review types and associated methodologies were analysed against the SALSA framework, illustrating the inputs and processes of each review type. A description of the key characteristics is given, together with perceived strengths and weaknesses. A limited number of review types are currently utilized within the health information domain. Conclusions: Few review types possess prescribed and explicit methodologies and many fall short of being mutually exclusive. Notwithstanding such limitations, this typology provides a valuable reference point for those commissioning, conducting, supporting or interpreting reviews, both within health information and the wider health care domain. [ABSTRACT FROM AUTHOR]

The article presents 11 steps designed to address concerns regarding Evidence-Based Library and Information Practice (EBLIP). The author attempts to alleviate some of the criticism that has been levied at this practice. Some of the suggestions include integrating EBLIP into the recruitment and development procedures that librarians are subject to. The author notes that this would produce quantifiable evidence on a librarian's performance. Other suggestions include developing evidence-based web pages, questionnaires and collection management practices. The author discusses how these strategies would help improve library efficiency.

Objectives: To systematically review the UK published literature on e-learning in the health workplace and to apply the findings to one of the most prolific UK e-learning initiatives in the health sector—the National Library for Health Facilitated Online Learning Interactive Opportunity (FOLIO) Programme. Methods: Sensitive searches were conducted acrossassia, Australian Education Index, British Education Index,cinahl, CSA Abstracts, Dissertation Abstracts, Emerald,eric,ibss, Index to Theses,lisa,medline, PsycInfo and Social Science Citation Index. Additional citations were identified from reference lists of included studies and of relevant reviews; citation tracking and contact with experts. Twenty-nine studies met the inclusion criteria and were coded and analysed using thematic analysis as described by Miles & Huberman ( Qualitative Data Analysis: A Sourcebook of New Methods. Newbury Park, CA: Sage, 1984). Results: Five broad themes were identified from the 29 included studies: (i) peer communication; (ii) flexibility; (iii) support; (iv) knowledge validation; and (v) course presentation and design. These broad themes were supported by a total of eleven sub-themes. Components from the FOLIO Programme were analysed and existing and proposed developments were mapped against each sub-theme. This provides a valuable framework for ongoing course development. Conclusion: Librarians involved in delivering and supporting e-learning can benefit from applying the findings from the systematic review to existing programmes, exemplified by the FOLIO Programme. The resultant framework can also be used in developing new e-learning programmes. [ABSTRACT FROM AUTHOR]

An obituary for physician David Lawrence Sackett is presented.

The article discusses the use of tools in literature search toolboxes used by librarians and information professionals and the conceptual levels of the literature search process. The author argues that the use of evidence based literature searching should be mandatory for all information professionals. The author also discusses several different search tools including "Building Blocks," "Berry Picking," and "Successive Fractions." A search technique known as "citation pearl growing," which involves using one precise search to find one key relevant citation, is also discussed.

The article discusses the identity of library users, focusing on people who use medical libraries. Users of a library's physical space and resources, virtual users, and non-users are examined. The effect of technological developments on visits to libraries is explored. The author describes a variety of information behaviors and information-seeking strategies and suggests ways in which librarians can work with pre-existing skill sets. The author also suggests that a typical library user may not exist and that individual behaviors require more study and attention.

This article discusses the implementation of evidence-based library and information practice. Factors are discussed including intervention complexity, facilitation strategies and participant responsiveness, which may be responsible for variations in the effectiveness of the same program in different areas. Also discussed is the differences that evidence-based library and information practices can have in areas as close as Edmonton and Newcastle, England and as far away as Edmonton, Canada to New Castle, Australia.

The article discusses the state of evidence-based library and information practice (EBLIP). The author notes the lack of academic attention EBLIP receives and references a speech by Fe Angela M. Verzosa in which Verzosa notes the lack of research librarians and how technical language interferes with literature research. Verzosa suggests research enhances decision making and contributes to the library and information science (LIS) discipline. University of California professor Michael Buckland suggests that library research could improve digital library design and aid in serving communities.

The article presents information about the 4th International Evidence-Based Library and Information Practice Conference. The conference was hosted by Joanne Marshall and the School of Information and Library Science at the University of North Carolina. According to the author, the primary value of the workshop was its problem solving and real time components.

The article discusses information literacy training. Many in the field have become increasingly concerned with the training's effectiveness, since it is difficult to know whether or not it is effective. The author discusses the concept of learning "half life," which is defined as the period of time over which students forget half of what they have been taught. A scientific investigation of the phenomenon is included, focusing on the likely period for knowledge degradation and how it can inform an approach to information literacy training.

This article focuses on critical appraisal as a facet of evidence-based practice. It discusses how to judge the quality of a study and devise checklists that will do so. Although the article recognizes the limitations of both collective and individual appraisal and the instruments of appraisal, perfection is not the object. However, if the process is sufficiently adequate, the checklist functions as a navigational aid. The article discusses appraisal in terms of the content being appraised, the instruments of appraisal and the appraiser.

The article looks at the route maps for evidence-based problem solutions (RESolutions) model of evidence production within library and information practice. According to the article, ReSolutions are "living organic documents" that are meant to be shared, edited, and added to by other colleagues. The documents try to examine the symptoms, causes, interventions, and implementation issues of practical problems. The article discusses RESolutions in practice and the RESolutions model for journal cancellations.

The article presents information on speculative investigation, the measurement of information retrieval. Systematic reviews increasingly feature on the agenda of the health librarian. For the review team, the concept of appropriateness is important. The denominators for each method are based on an average figure across the review. Each method is compared with all other methods combined, whereas a more useful comparator is head-to-head between competing methods. The availability of suitable data dictates that the chosen review is in an area of complex evidence, making direct comparisons difficult with health technology assessments. This method is potentially more intuitive and helps in advancing discussions about when a particular search method is worth initiating or worth pursuing.

The article provides a study on health information practice. It illustrates the usefulness of such studies to health information practitioners that is being published in the general library literature. Through reading and appraising the studies provide findings that can be validated through local surveys and other styled investigations, it helps one to gain a more holistic view of issues that one confronts in a day to day management and it can also give a methodology that has been tested and processed.

The article examines how a group of staff from the Central Coast Health Library Services in Australia followed the five steps of evidence-based library and information practice (EBLIP) within a typical area of library activity. First, they recognize the need to develop a climate for EBLIP. EBLIP involves the integration of evidence from research studies with reports from library users and the observations of library staff. Evaluation of the rigor and relevance of the evidence, typically employing checklists as tools for a consistent approach across studies, is also applied in the process.

The article focuses on the establishment of the Facilitated Online Learning Interactive Opportunity Program byAndrew Booth, Director of Information Resources, School of Health and Related Research (ScHARR), University of Sheffield and Alison Turner, Library Partnership Co-ordinator for the National electronic Library for Health (NeLH).. The program aims to provide a flexible alternative delivery mechanism for continuing professional development for the National electronic Library for Health Librarian Development Program. It consists of twelve courses. The fourth course is the introduction to e-learning. By the end of the course, participants are expected to understand the benefits and advantages of e-learning, identify the ways to deliver such learning and carry-out an e-learning needs assessment.

Purpose: To present a formative evaluation of the impact of a multimedia case study as a component of a masters course in health informatics delivered by distance learning. Setting/Participants/Resources: First and second year health informatics students undertaking four core modules of a masters programme at the University of Sheffield. Methodology: Individual qualitative user surveys and interviews. Results/Outcomes: Formative evaluation has played a significant role in refining the case study through its text-based, intermediate and CD-ROM based stages. Feedback from students has resulted in clarification of case study tasks, clearer definition of teaching roles and a revised approach to assessment. At the same time it has highlighted the importance of ongoing revision and maintenance in keeping the scenarios realistic and current. Discussion/Conclusion: The multimedia case study has met many of its original aims in providing greater cohesion for core modules and encouraging greater levels of interaction and multidisciplinary collaboration. [ABSTRACT FROM AUTHOR]

The article presents the keynote address of Muir Gray to the 1996 Health Libraries Group Conference in Exeter, England. Gray, the champion of health librarians, shared the vision of the librarian epidemiologist, who combined professional skills with a knowledge of research design. The increasing number of librarians have a foothold in both domains. The 1996 conference examined the role of librarians in supporting the evidence-based practice of others. A knowledge of research design help a library manager make an effective case for the instigation, continuation and survival of the service. The librarians undertaking the ADEPT module on aetiology are introduced to principles of cause and effect, in the specific context of a library manager.

Offers advice on how to prepare research questionnaires. Determination of required information; Utilization of two-targeted questions; Uselessness of aggregated questions; Inadequacies of compound questions.

The article reviews what research tells about clinical questions and the questioning behavior of clinicians. Clinicians are more likely to use online information retrieval systems on days with higher numbers of patient admissions. Clinician questions clearly relate to patient care. Having recognized an information need and that an answer probably exists, the clinician has to decide whether to pursue it. The three most important words in a clinician’s vocabulary are ‘I don't know’. The admission of ignorance by a clinician to a third party, be it colleague, pharmacist, or librarian, is central to information seeking. A final category is whether an answer actually exists.

To develop and evaluate a programme of information skills training for social-care practitioners and health-care librarians.Two one-day training courses run separately for 13 social-care practitioners and 10 health-care librarians in the Trent geographic region within Northern England.Qualitative and quantitative feedback collected through questionnaires supplemented by participant observation.While generally feedback was favourable, the courses were overly ambitious. More training sessions of shorter duration would offer participants opportunities to practise and use the skills they have acquired. Social-care practitioners responded more positively to skills associated with appraising qualitative research than with randomised controlled trials. Librarians appreciated the opportunity to learn about unfamiliar social-care resources. Both practitioners and health-care librarians reported that they acquired skills to support evidence-based social care as a result of the training intervention.Involvement of a multi-disciplinary team and support from a social-care information provider maximized the impact of this experimental training intervention. [ABSTRACT FROM AUTHOR]

The article focuses on features related to information skills training. Nurses, the pioneers of reflective practice, put down markers in the area of wound healing, a key aspect of nursing care. In discovering that some treatments hinder rather than help the healing process, nurse researchers challenged fundamental assumptions underpinning nursing practice. One must be courageous enough not to question the peripheries of professional role but even to challenge its very fundamentals. There is sufficient evidence to hypothesize that one should integrate training and not deliver it in stand-alone sessions. This includes wholesale changes to the delivery or simply greater use of specific techniques to emphasize clinical relevance. The benefits of such reflective practice lie not merely in the destination or end result but equally in the journey traveled. It helps to determine who are not worth training because they are unlikely to benefit from the intervention.

This article discusses the ability to conduct reference or citation checking on behalf of prospective authors employed by the institution. Skills in reference checking cover the gamut of activity from simple correction of typographical errors through to the piéce de résistance--correctly identifying a source from accidentally anonymized photocopies by such features as the most recently cited reference, typography and patterns of citation. For the reference checker, three related questions are of practical importance: What is the likelihood that a particular reference is inaccurate? and which elements of a reference are most likely to be incorrect? The answers to these questions lie within the evidence base of reference services and enquiry work, one of the six domains of evidence-based information practice.

As a relatively recent paradigm, evidence-based information practice requires development at all stages of its cycle. Work to date has targeted such aspects as the questions practitioners consider important, the characteristics of the published evidence base and the use of tailored appraisal checklists. Perhaps, as a consequence, the application and use of research in health information practice has received correspondingly little attention. The perceived applicability of research is very subjective, being determined by such factors as the setting and nature of the reader's current service, external environmental factors, planned future developments and whether the hosting body is a learning organization. Additional moderating variables relate to the personal characteristics of individuals themselves. Much research that appears in the health information literature, and by far the largest proportion of research published in the library and information literature in general, falls into the category of research for general enlightenment. Examples in this category from the health information literature include general health service librarians reading about methods of conducting systematic reviews or reading about clinical librarianship.

It is not uncommon for practitioners to bemoan the absence of good quality research upon which they can base their day-to-day decisions. While the stereotypical research message of systematic reviews is that more research is needed, thereby securing future researcher longevity, this can lead to a very unfair perception of the usefulness of such reviews. In a quest to unearth the evidence base for information practice, to feed into future courses, articles and columns, researchers have recently identified three review-type publications with varying degrees of systematicity, that could rightly claim a place among a busy health information practitioner's essentials. Of course all this assumes that researchers have access to a broadband Internet connection rather than the ubiquitous message in a bottle. Because of the wide-ranging coverage of these three reviews researchers will momentarily depart from their previous practice of starting with a problem-based scenario. Nevertheless they welcome follow-up correspondence from any health information professional who finds him or herself using these reviews to inform their specific library practice.

Discusses evidence-based librarianship for health libraries. Advantages of guidelines within information practice on web managers and designers; Combination of data from focus groups with statements from the design and usability guidelines.

Recent years have seen tremendous growth in knowledge management projects within the NHS. Project staff must acquire rapidly a wide range of task-related skills. Conventional training courses may be inappropriately timed or unavailable to project staff. Action learning provides a group-based means of meeting skills deficits associated with project management and delivery. This paper describes an action learning set for project staff on five knowledge management projects within Trent Region. A brief evaluation aimed to identify most and least useful and most and least enjoyable features of the action learning set. Comments on the facilitation and the content of the action learning sessions are analysed. Action learning is feasible in meeting the training needs of project staff. It may also provide a means of meeting the shared learning needs of communities of practice within a virtual environment. Knowledge management does not merely involve management and delivery within innovative projects but also requires exploiting shared learning across projects. [ABSTRACT FROM AUTHOR]

The integration of health and social care services, and the move towards a professionalized social care workforce, has stimulated interest in evidence-based social care. A literature review reveals a workforce, poorly equipped by professional education, relying heavily on personal communication and ‘gut instinct’ to deliver packages of care. A workplace culture of action, not reflection, and the absence of information resources and skills, make social care practitioners less likely to consult research to improve their practice. This study aimed to discover whether training in information and research skills training, as currently delivered in healthcare, is of interest to social care practitioners. A postal questionnaire was sent to 595 social care practitioners in the Trent region to determine their attitudes to evidence-based practice, access to information and their training requirements. Twenty-seven practitioners were subsequently interviewed to gain further insight into these issues. Seventy-one per cent of questionnaire respondents had taken a qualification during their career, and less than 50% of the respondents had received training in using research findings or the Internet. Even fewer had been taught to interpret research findings. Around 75% had had no instruction on searching literature databases. Just over 50% of respondents favoured evidence-based practice within social care, but many had reservations regarding its success. Three of the five most popular topics for professional development had an existing health equivalent. Interest decreased as topics moved from practical skills towards methodologies and research skills. The study concludes that training should be pitched at a pragmatic rather than an academic level, should support existing work activities, and be targeted at a diploma-equivalent educational level. Provision should also be made for those without a professional qualification. [ABSTRACT FROM AUTHOR]

Addresses the problem of purchasing electronic journals for local health communities. Process by which journal titles should be selected for local libraries; Best way of judging whether a journal is of high quality and should be purchased from the core budget.

Abstract In 1999, staff at the universities of Sheffield and Oxford commenced an unfunded project to examine whether it is feasible to apply critical appraisal to daily library practice. This aimed to establish whether barriers experienced when appraising medical literature (such as lack of clinical knowledge, poor knowledge of research methodology and little familiarity with statistical terms) might be reduced when appraising research within a librarian's own discipline. Innovative workshops were devised to equip health librarians with skills in interpreting and applying research. Critical Skills Training in Appraisal for Librarians (CRISTAL) used purpose-specific checklists based on the Users’ Guides to the Medical Literature. Delivery was via half-day workshops, based on a format used by the Critical Appraisal Skills Programme. Two pilot workshops in Sheffield and Oxford were evaluated using a brief post-workshop form. Participants recorded objectives in attending, their general understanding of research, and whether they had read the paper before the workshop. They were asked about the length, content and presentation of the workshop, the general format, organization and learning environment, whether it had been a good use of their time and whether they had enjoyed it. Findings must be interpreted with caution. The workshops were enjoyable and a good use of time. Although the scenario selected required no clinical knowledge, barriers remain regarding statistics and research methodology. Future workshops for librarians should include sessions on research design and statistics. Further developments will take forward these findings. [ABSTRACT FROM AUTHOR]