The "Other" Informatics: Education and Training.

This column describes in further detail the wider field of health informatics and identifies several avenues for gaining credentials and training for potential employers.

Informatics in Transit: Review of Columns - 2019-2022.

This column reviews publications in this column from 2019 through 2022. It identifies key themes and provides resources for informatics instructors.

Results of an Informal Needs Assessment Survey.

A previous Informatics Education column argued that, while instruction is a competency defined by the Medical Library Association and is a job requirement for many public services librarians, little opportunity exists for learning how to teach in formal training venues, such as library school, relegating librarians to learn how to teach on their own. After examining some of the literature surrounding pedagogy for medical informatics librarians, a link to a brief, informal survey on pedagogical training needs was provided. This column follows up with results from that needs assessment.

Informatics Instruction: An Informal Needs Assessment Survey.

Instruction is a competency included in the Medical Library Association's list of professional competencies for health sciences librarians, and is often included in many job requirements in this field. However, few opportunities for formal training are available, leaving most librarians to learn how to teach effectively on the job. This column examines some of the literature surrounding pedagogy for medical informatics librarians and invites readers to identify their needs for training as instruction librarians via an informal survey.

Editorial: Looking Back, Facing Forward.

With thanks for excellent service to departing co-editor Becky McKay Johnson, this is the first Informatics Education column under the sole current editor. A retrospective analysis of past columns identifies several major themes over the past six years. Different meanings for the term "informatics" are explored, and potential new areas for future Informatics Education columns are proposed.

Challenges and Opportunities on Health Sciences Regional Campuses: A Multidiscipline, Multicampus Survey.

AIM: We explored faculty and staff perceptions of the challenges and opportunities of working on regional campuses of a large academic health science center. BACKGROUND: The growth of multicampus academic institutions presents numerous issues for intercampus planning and for organizational/professional relationships. We were interested in learning how regional campus faculty and staff experienced these issues, with the practical goal of making recommendations to both central and regional campus administrations. METHOD: A cross-sectional, online survey was distributed to faculty and staff who worked at regional campuses of a large health sciences university. RESULTS: Regional faculty and staff felt more valued by local colleagues and administrators than by their central campus counterparts. Top challenges were central administration's lack of communication and understanding of regionals' unique circumstances and needs. CONCLUSION: Regional campuses' workplace experience is significantly different from that of central campus. More timely communication and active solicitation of regional campus input are needed.

Assessment of an iPad Loan Program in an Academic Medical Library: A Case Study.

An academic medical library expanded its iPad loan service to multiple campus libraries and conducted an assessment of the service. iPads loaded with medical and educational apps were loaned for two-week checkouts from five library campus locations. Device circulation statistics were tracked and users were invited to complete an online survey about their experience. Data were gathered and analyzed for 11 months. The assessment informed the library on how best to adapt the service, including what resources to add to the iPads, and the decision to move devices to campuses with more frequent usage.

Evaluation of best practices in the design of online evidence-based practice instructional modules.

OBJECTIVES: The research determined to what extent best practices are being followed by freely available online modules aimed at teaching critical thinking and evidence-based practices (EBPs) in health sciences fields. METHODS: In phase I, an evaluation rubric was created after reviewing the literature. Individual rubric questions were assigned point values and grouped into sections, and the sections weighted. Phase II involved searching Internet platforms to locate online EBP modules, which were screened to determine if they met predetermined criteria for inclusion. Phase III comprised a first evaluation, in which two authors assessed each module, followed by a second evaluation of the top-scoring modules by five representatives from different health sciences units. RESULTS: The rubric's 28 questions were categorized into 4 sections: content, design, interactivity, and usability. After retrieving 170 online modules and closely screening 91, 42 were in the first evaluation and 8 modules were in the second evaluation. Modules in the first evaluation earned, on average, 59% of available points; modules in the second earned an average of 68%. Both evaluations had a moderate level of inter-rater reliability. CONCLUSIONS: The rubric was effective and reliable in evaluating the modules. Most modules followed best practices for content and usability but not for design and interactivity. IMPLICATIONS: By systematically collecting and evaluating instructional modules, the authors found many potentially useful elements for module creation. Also, by reviewing the limitations of the evaluated modules, the authors were able to anticipate and plan ways to overcome potential issues in module design.

Short-Term Training with Basic Science Research Literature Advances Medical Students' Skills for Adaptive Expertise.

Physicians must adapt their learning and expertise to the rapid evolution of healthcare. To train for the innovation-efficient demands of adaptive expertise, medical students need to acquire the skill of adaptive self-regulated learning, which includes accessing, interpreting, and synthesizing emerging basic and translational research to support patient care. In response, we developed the course Medical Student Grand Rounds (MSGR). It engages all pre-clerkship students at our institution with self-regulated learning from translational basic research literature. In this report, we describe MSGR's methodology and important outcomes. Students found, interpreted, critically assessed, and presented basic research literature about self-selected clinically relevant topics. In less than one semester and mentored by basic science researchers, they completed eight milestones: (a) search research literature databases; (b) choose a clinical topic using searching skills; (c) outline the topic's background; (d) outline a presentation based on the topic's mechanistic research literature; (e) attend translational research-oriented grand rounds by faculty; (f) learn to prepare oral presentations; (g) write an abstract; and (h) present at Grand Rounds Day, emphasizing their topic's research literature. Graded milestones and end-of-course self-assessments indicated students became proficient in interpreting research articles, preparing and delivering presentations, understanding links among basic and translational research and clinical applications, and pursuing self-regulated learning. Qualitative analysis of self-assessment surveys found most students thought they progressed toward the learning objectives: find scientific information about a research topic (56% positive responses), interpret and critically assess scientific information (64%), and prepare and deliver a scientific presentation (50%). Milestones improve time management and provide a scaffolded method for presenting focused research topics. MSGR equips students with critical thinking skills for lifelong, adaptive, self-regulated learning-a foundation for adaptive expertise. The master adaptive learner cycle of planning, learning, assessing, and adjusting is a conceptual framework for understanding students' MSGR learning experiences.

A scoping review of nursing education for firearm safety.

BACKGROUND: Firearm violence, whether intentional or accidental, affects families worldwide. Nurses often encounter firearm-related injury and death with little knowledge or preparation for dealing with firearm safety issues. OBJECTIVES: The aim was to locate published research on nurse education in firearm safety and examine the preparation of nurses to deal with issues of firearm safety as a deterrent toward decreasing violence. The review included nurse perceptions of barriers and facilitators related to firearm safety in clinical situations. DESIGN: A literature scoping review for article identification, examination, and reporting was structured on the extended form of Arksey and O'Malley's 5-step design framework. DATA SOURCES: Databases CINAHL, MEDLINE, Sociological Abstracts, PsychInfo, and ERIC were searched for articles in English language published between 2010 and 2021 that included nurses in the studies' samples. REVIEW METHODS: Searches were managed via Covidence®, a literature screening and data extraction tool. Two independent reviewers screened the articles retrieved from the databases by title, abstract, and full-text review. Data from selected articles were extracted onto a spreadsheet and critically appraised for eligibility. RESULTS: A search of healthcare databases resulted in identification of 645 articles, of which 15 met inclusion criteria. Seven of the 15 articles addressed nurse firearm safety preparation, and seven related to counseling firearm safety for suicide prevention. Main barriers included lack of standardized guidelines, inadequate knowledge, and discomfort discussing firearm safety with patients and families. CONCLUSIONS: The scoping review findings show a noticeable gap: nurse education addressing firearm safety is, for all purposes, non-existent. A need exists for evidence-based training within academic curricula and across acute and behavioral healthcare settings.

An Integrative Review of Body Art in Nursing.

BACKGROUND: Schools of nursing and health care facilities frequently have policies prohibiting the visibility of body art (tattoos and piercings). The authors sought to understand literature specific to nursing regarding such policies. PURPOSE: This integrative review examined literature regarding body art in nursing. METHODS: A systematic electronic database search was conducted for publications between 2010 and 2021. Thematic analysis of both empirical studies and nonresearch articles was completed. RESULTS: Thirty articles were analyzed, revealing 3 themes and 8 subthemes related to body art in nursing practice: level of acceptability (subthemes were positive perception, stigmatizing, and personal meaning); professional image (subthemes were appearance matters, policy, and trust and confidence); and infection concern (subthemes were hygiene and contamination). CONCLUSIONS: Current understanding from literature regarding body art in nursing was summarized.

Guiding Preclinical Medical Students in Finding, Synthesizing, and Communicating Translational Basic Research Literature: Roles for Basic Science Research Mentors.

PROBLEM: Understanding and communicating medical advances driven by basic research, and acquiring foundational skills in critically appraising and communicating translational basic research literature that affects patient care, are challenging for medical students to develop. APPROACH: The authors developed a mandatory course from 2012 to 2018 at Texas A&M University College of Medicine to address this problem. Medical Student Grand Rounds (MSGR) trains first-year students to find, critically assess, and present primary research literature about self-selected medically relevant topics. With basic science faculty mentoring, students completed milestones culminating in oral presentations. Students learned to search literature databases and then choose a clinical subject using these skills. They outlined the clinical subject area background and a mechanistic research topic into a clinical problem based on deeper evaluation of primary research literature. "Mechanistic" was defined in this context as providing experimental evidence that explained the "how" and "why" underlying clinical manifestations of a disease. Students received evaluations and feedback from mentors about discerning the quality of information and synthesizing information on their topics. Finally, students prepared and gave oral presentations, emphasizing the primary literature on their topics. OUTCOMES: In the early stages of the course development, students had difficulty critically assessing and evaluating research literature. Mentored training by research-oriented faculty, however, dramatically improved student perceptions of the MSGR experience. Mentoring helped students develop skills to synthesize ideas from basic research literature. According to grades and self-evaluations, students increased proficiency in finding and interpreting research articles, preparing and delivering presentations, and understanding links among basic and translational research and clinical applications. NEXT STEPS: The authors plan to survey fourth-year students who have completed MSGR about their perceptions of the course in the context of clinical experiences in medical school to guide future refinements.

Interprofessional education and prelicensure baccalaureate nursing students: an integrative review.

Interprofessional education is increasingly being used in nursing education. After presenting their integrative literature review of intervention studies of interprofessional education among baccalaureate nursing students, the authors conclude with a discussion of implications for nursing education practice and research.

The profession of public health informatics: still emerging?

PURPOSE: Although public health informatics (PHI) was defined in 1995, both then and still now it is an "emerging" profession. An emergent profession lacks a base of "technical specialized knowledge." Therefore, we analyzed MEDLINE bibliographic citation records of the PHI literature to determine if a base of technical, specialized PHI literature exists, which could lead to the conclusion that PHI has emerged from its embryonic state. METHOD: A MEDLINE search for PHI literature published from 1980-2006 returned 16,942 records. Record screening by two subject matter experts netted 2493 PHI records that were analyzed by the intervals of previous PHI CBMs 96-4 and 2001-2 for 1980-1995 (I(1980)) and 1996-2000 (I(1996)), respectively, and a new, third interval of 2001-2006 (I(2001)). RESULTS: The distribution of records was 676 (I(1980)), 839 (I(1996)) and 978 (I(2001)). Annual publication rates were 42 (I(1980)), 168 (I(1996)), and 163 (I(2001)). Cumulative publications were accelerating. A subset of 19 (2.5%) journals accounted for 730 (29.3%) of the records. The journal subset average (+/-SD) annual publication rates of 0.7+/-0.6 (I(1980)), 2.9+/-1.9 (I(1996)), and 3.1+/-2.7 (I(2001)) were different, F(3, 64)=7.12, p<.05. Only I(1980) was different (p<.05) from I(1996) or I(2001). Average (+/-SE) annual rate of increase for all journals (8.4+/-0.8 publications per year) was different from the subset of 19 (2.7+/-0.3), t(36)=5.74, p<.05. MeSH first time-to-indexing narrowed from 7.3 (+/-4.3) years to the year (0.5+/-0.8) the term was introduced, t(30)=7.03, p<.05. CONCLUSION: A core set of journals, the proliferation of PHI articles in varied and numerous journals, and rapid uptake of MeSH suggest PHI is acquiring professional authority and now should not be tagged as an "emerging" profession.