Journal of the Medical Library Association最新文献

{"title":"Heather Nadean Holmes, AHIP, Medical Library Association President, 2025-2026.","authors":"Shannon D Jones","doi":"10.5195/jmla.2026.2417","DOIUrl":"10.5195/jmla.2026.2417","url":null,"abstract":"<p><p>This profile offers a portrait of Heather Nadean Holmes, MLIS, AHIP, 2025-2026 Medical Library Association (MLA) President, as a leader defined by authenticity, courage, and deep commitment to the profession. Holmes, known for her candor and dedication to the profession, brings a career rooted in service, gained from her work in hospital, academic, and association environments, to the presidency. Her professional journey reflects a sustained commitment to evidence-based practice, research, and elevating librarians as essential partners in health care, education, and discovery. Holmes is widely recognized for her work as a clinical medical librarian and her national leadership in developing the MLA Research Agenda. Colleagues describe her as a truth-teller who leads with integrity, sets clear boundaries, and consistently uses her platform to support others, especially early- and mid-career professionals. Her presidency focuses on inclusivity, transparency, and member engagement during a significant transition for both the Association and the profession. Beyond titles and accomplishments, this biography captures Holmes&s humanity. Her resilience, mentorship, humor, and unapologetic passions, including her love of K-pop, are highlighted. Together, these qualities portray a president who leads with conviction, empathy, and joy.</p>","PeriodicalId":47690,"journal":{"name":"Journal of the Medical Library Association","volume":"114 3","pages":"184-190"},"PeriodicalIF":1.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13367305/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148449812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Structure and elements of library evidence synthesis services: a content analysis of publicly available information.","authors":"Jaena Manson, Anna M White, Emily Metcalf","doi":"10.5195/jmla.2026.2263","DOIUrl":"10.5195/jmla.2026.2263","url":null,"abstract":"<p><strong>Objective: </strong>Through a content analysis of public websites, this paper provides a centralized and summarized picture of evidence synthesis (ES) service characteristics at academic libraries and medical schools and centers in the United States in the mid-2020s.</p><p><strong>Methods: </strong>Our team identified 116 institutions classified in the 2021 Carnegie Classification as R1, R2, or Medical Schools and Centers that had an ES service. These services were coded for service characteristics. Using frequency and comparison tables, we answered the following research questions: What are the common structures and characteristics of ES services, within and independent of Carnegie Classification of Research Activity? Is there any relationship between Carnegie Classification of Research Activity and Size & Setting and characteristics of ES services?</p><p><strong>Results: </strong>We found that services often used tiers to delineate between services offered, with higher tiers requiring more responsibilities from the library or information professional. Some universities and medical schools limit librarian involvement with ES projects based on user role (student, faculty, researcher, etc.) or user affiliation with a college or department. Librarian acknowledgment or authorship are common in return for engagement in ES projects. Fees and Memoranda of Understanding were uncommon but do exist at some institutions.</p><p><strong>Conclusion: </strong>Librarians seeking to create or update their ES service can benefit from this 'data snapshot,& as it will allow them to see the service elements under consideration by other institutions and offer ideas for their own services. Overall, we found that there were more similarities than differences between basic ES service structures (e.g. tier amounts/categories, presence of fees, etc.), independent of classification type or size setting. We recommend that librarians utilize this paper and the associated data in order to identify which institutional elements are important in their context for ideas in improving their ES service.</p>","PeriodicalId":47690,"journal":{"name":"Journal of the Medical Library Association","volume":"114 3","pages":"266-277"},"PeriodicalIF":1.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13367309/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148449925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Access to historic individually identifiable health information: a multi-institutional survey of research institutions.","authors":"Amanda Garfunkel","doi":"10.5195/jmla.2026.2259","DOIUrl":"10.5195/jmla.2026.2259","url":null,"abstract":"<p><strong>Objective: </strong>Access to historic individually identifiable health information has been studied from a researcher perspective, but there has not been a comprehensive review of access policies at an institutional level to see if there is any consistency across institutions. The objective of this study is to gather preliminary information on these access policies and potentially identify similarities and gaps to inform future research.</p><p><strong>Methods: </strong>This study employs an online survey for data collection about respondents' access policies and procedures at their institution. The final survey instrument consisted of 29 questions with a mix of multiple choice and free-text questions. The survey was distributed through listservs and posted in forums that targeted qualified participants.</p><p><strong>Results: </strong>The survey received 36 responses, 21 of which met the criteria for inclusion in analysis. Some notable results are that covered entities are nearly equally split on when to open research collections, non-covered entities have a wide range of access policies, and all respondents were nearly equally split on how long it has been since they last updated their access policy.</p><p><strong>Conclusion: </strong>While the number of responses was low for this study, the results identified areas that would benefit from further research and more robust study methods to potentially achieve a more standardized approach to access policies at research institutions.</p>","PeriodicalId":47690,"journal":{"name":"Journal of the Medical Library Association","volume":"114 3","pages":"238-245"},"PeriodicalIF":1.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13367304/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148449809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing data-driven health research from the <i>All of Us</i> data training and engagement program.","authors":"Kristi Sadowski, DeBran Tarver, Jennifer Burnette, Allissa Dillman, Regina Renfro, LaFrancis Gibson, Kelli Bursey, Laura Bartlett, Nadine Bonds-Bishop, Lisa Connor, Efraín Flores-Rivera, Sarah Joseph, Yuqi He, Margaret Henderson, Savannah L Kelley, Maletta Payne, Brett Porter, Kimberly Prosper, Melissa Rethlefsen, Deborah J Rhue, Dede Rios, Anna Simonson, Jocelyn Swick-Jemison, Linda Todd, Shelby Watson, Semhar Yohannes","doi":"10.5195/jmla.2026.2324","DOIUrl":"10.5195/jmla.2026.2324","url":null,"abstract":"<p><strong>Background: </strong>Fulfilling a recognized need in data skills training for academic librarians, the National Library of Medicine and the National Institutes of Health <i>All of Us</i> Research Program collaborated to enhance academic library workers& skills in biomedical and public health data, as well as their library's research capacity, through the awareness and use of the <i>All of Us</i> Researcher Workbench.</p><p><strong>Case presentation: </strong>The <i>All of Us</i> Data Training and Engagement Program for Academic Libraries (ALP) blended professional development training, hands-on learning, and peer-to-peer networking that focused on increasing knowledge of the <i>All of Us</i> Researcher Workbench. Activities were designed to build institution-wide, interdisciplinary awareness and interest in using the <i>All of Us</i> Researcher Workbench. A series of ongoing activities ensured sustained skill-building and collaboration, and included training for R, a program language used for statistical computing and data visualization. Program activities were intentionally designed to help grow institutional research capacity, enhance skills in biomedical and public health data, and promote meaningful use of the Researcher Workbench to campus communities.</p><p><strong>Conclusion: </strong>The ALP helped participants overcome barriers to data access and improve research infrastructure and successfully empowered 115 library professionals to leverage the <i>All of Us</i> Researcher Workbench for meaningful biomedical and public health research. Measured outcomes validate the success of the program and demonstrate how the ALP has positioned participating institutions for long-term success in biomedical and public health research. Institutions can build upon the foundation established through this case report to advance equitable, data-driven health research across academic landscapes.</p>","PeriodicalId":47690,"journal":{"name":"Journal of the Medical Library Association","volume":"114 3","pages":"297-305"},"PeriodicalIF":1.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13367302/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148449735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Board exam preparation resource trends in academic health sciences libraries serving colleges of osteopathic medicine programs.","authors":"Joanne Muellenbach, Kyle Robinson, Hsin-Liang Chen, Harold S Bright, Lori Fitterling","doi":"10.5195/jmla.2026.2320","DOIUrl":"10.5195/jmla.2026.2320","url":null,"abstract":"<p><strong>Background: </strong>The study seeks to identify the board exam preparation (prep) resources made available to medical students by academic health sciences libraries and other departments within U.S. colleges of osteopathic medicine (COM) programs, and the extent to which these resources are utilized by medical students and educators.</p><p><strong>Methods: </strong>The study was conducted in two phases. In phase one, forty-two COM library directors were invited to complete a survey regarding their usage, funding, and access models for available board prep resources. In phase two, semi-structured interviews were conducted via Zoom to explore the library's role in providing access to these resources.</p><p><strong>Results: </strong>In phase one, thirty-five out of a possible forty-two survey respondents shared the top board exam prep resources to which their COM programs subscribed, as well as the top library resources that included board prep elements. In phase two, thirteen directors participated in Zoom interviews, which were recorded and transcribed to identify key trends in funding responsibility, resource selection, and librarian involvement. It was revealed that governance matters, digital format rules, partnerships drive impact, telling the data story is key, and one-stop guidance works.</p><p><strong>Conclusion: </strong>The two-phase study provided a comprehensive review of the specific resources that academic health sciences libraries and other departments offer for board prep within COM programs. Through analyses of survey and semi-structured interview data, this study identifies trends in resource availability and use, informing strategic planning for libraries, medical school administration, and library science education, ultimately enhancing student outcomes.</p>","PeriodicalId":47690,"journal":{"name":"Journal of the Medical Library Association","volume":"114 3","pages":"255-265"},"PeriodicalIF":1.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13367312/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148449764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Semi-automated rubrics for evidence-based medicine assessment: a case report on grading time reduction.","authors":"Juliana Magro","doi":"10.5195/jmla.2026.2343","DOIUrl":"10.5195/jmla.2026.2343","url":null,"abstract":"<p><strong>Background: </strong>Librarians providing feedback on Evidence-Based Medicine (EBM) assignments face time constraints. This case report describes implementing a semi-automated rubric - defined here as a tool that automatically calculates scores from grader-selected ratings while narrative feedback is still written by the instructor - to reduce grading time for an EBM capstone assignment for first-year medical students.</p><p><strong>Case presentation: </strong>Two cohorts of approximately 100 students completed the same EBM assignment. The 2023 cohort received manual feedback, while the 2024 cohort received feedback using the semi-automated rubric. Grading time was logged for both cohorts. The rubric, adapted from a template, automatically calculates scores based on selected criteria, streamlining the feedback process.</p><p><strong>Conclusions: </strong>The semi-automated rubric reduced grading time by 30%, from an average of seven minutes per assignment to five minutes. This simple, adaptable intervention can help reduce educator workload, improve feedback timeliness, and enhance assessment consistency. While limited by its single-grader and single institution design, this case report offers practical insights for educators seeking to improve feedback efficiency in EBM and other disciplines.</p>","PeriodicalId":47690,"journal":{"name":"Journal of the Medical Library Association","volume":"114 3","pages":"290-296"},"PeriodicalIF":1.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13367300/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148449832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building an interactive dashboard to visualize institutional open access publishing trends.","authors":"Emily F Gorman, Nicole Shelawala, Amy Yarnell","doi":"10.5195/jmla.2026.2340","DOIUrl":"10.5195/jmla.2026.2340","url":null,"abstract":"<p><p>As part of an effort to seek sustainable support models for Open Access (OA) publishing, the University of Maryland, Baltimore (UMB), Health Sciences and Human Services Library's (HSHSL's) Scholarly Communications Committee developed an interactive dashboard to visualize university-wide OA publishing trends. Using publication data exported from Scopus and visualized in Microsoft Power BI, the dashboard displays five years of publishing trends by OA model, publisher, journal, school, and citation count. The dashboard is fully interactive, allowing users to filter results based on school, OA model, and year. The design of the dashboard was iterative, with planning discussions taking place in Summer 2024, data model development and initial data collection in Fall 2024, refining of the visualization and data model in early Spring 2025, and the publication of the final dashboard to our website in April 2025. The dashboard continues to be refined and improved based on feedback from stakeholders, and the project team plans to incorporate data on publishing costs in Spring 2026. The project was designed for sustainability and adaptability, with a documented workflow that will be easy for future committees to implement. This innovative, replicable approach supports informed decision-making around OA publishing and provides a model that can be adopted by other academic health sciences libraries.</p>","PeriodicalId":47690,"journal":{"name":"Journal of the Medical Library Association","volume":"114 2","pages":"173-175"},"PeriodicalIF":1.7,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13075570/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147692952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PubMed: an untapped source for open educational resource images.","authors":"Ellie Svoboda, Teresa Connolly","doi":"10.5195/jmla.2026.2210","DOIUrl":"10.5195/jmla.2026.2210","url":null,"abstract":"<p><strong>Background: </strong>Open Educational Resources (OER) are free learning materials that benefit students in higher education, including in the health sciences. As more health sciences OER materials are created, there is a need for openly licensed health sciences images. Traditional OER repositories lack specialized health sciences imagery while PubMed is a biomedical database that has potential to fill this gap.</p><p><strong>Case presentation: </strong>A nursing faculty partnered with a health sciences librarian to search PubMed for openly licensed images for a pathophysiology OER textbook. The librarian used existing filters in PubMed to identify articles that have Creative Commons licenses as well as images. The nursing faculty assessed these images and added relevant ones to the pathophysiology textbook.</p><p><strong>Conclusions: </strong>PubMed is a free resource that health sciences librarians use on a regular basis. Utilizing the database to find openly licensed materials allows librarians to use a familiar tool for a new and exciting purpose.</p>","PeriodicalId":47690,"journal":{"name":"Journal of the Medical Library Association","volume":"114 2","pages":"159-163"},"PeriodicalIF":1.7,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13075574/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147692772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Club at a medical school in the Sertão Region of Rio Grande do Norte State, Brazil.","authors":"Amanda Lima Sampaio, Álida Silva, Yasmin Limão, Lehi Bezerra, Janine Braz","doi":"10.5195/jmla.2026.2177","DOIUrl":"10.5195/jmla.2026.2177","url":null,"abstract":"<p><strong>Background: </strong>The integration of literature and the humanities into medical education offers numerous benefits for both students and the broader community. Engaging with literary texts encourages the development of empathy, critical thinking, emotional awareness, and communication skills, all essential for a more humanistic and socially responsive medical practice. Additionally, initiatives that bring together students and local residents through shared cultural experiences help strengthen the university's connection with the surrounding community and promote mutual understanding. The Book club was created at the medical school in Caicó (RN, Brazil), as a space to explore diverse literary works beyond the health sciences.</p><p><strong>Case presentation: </strong>The Book Club was approved as an extension event and is promoted in Escola Multicampi de Ciências Médicas do Rio Grande do Norte (EMCM) by the Pro-Rectory of Extension from Universidade Federal do Rio Grande do Norte (UFRN) situated in Caicó city (RN, Brazil). It has a multidisciplinary team of students, teachers and technical staff. Six literary works were selected based on the alignment with the club's educational goals, particularly the potential to stimulate critical reflection on themes such as grief, racism, gender, and social justice. Registration took place through the Integrated Academic Activities Management System, and the monthly meetings were held in the Medical School auditorium. Participants received pedagogical support via social networks, club app, reading planner and newsletter.</p><p><strong>Conclusions: </strong>With 22 participants, including 8 community members and 14 medical students, the Book Club explored perspectives such as gender, racism, grief, trauma and colonialism. The predominance of medical students highlights academic interest and institutional support in extension projects, while low community adherence points to the need for new engagement strategies. The analysis of followers on Instagram reveals a significant participation of the local population, especially among women, but also highlights a gap in the presence of men and adolescents. This demonstrates the importance of a more inclusive and diverse approach to attracting different audiences. The Book Club at the public Medical School, by stimulating cognitive and human skills through literature, enriches academic training and strengthens the connection between academia and the community.</p>","PeriodicalId":47690,"journal":{"name":"Journal of the Medical Library Association","volume":"114 2","pages":"143-150"},"PeriodicalIF":1.7,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13077573/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147692979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Guide to sound teeth: a syllabus-informed instructional session to provide targeted insights into the history of dentistry.","authors":"Jessica R Hollister, Keith Mages, Thomas Murphy, Meelin Dian Chin Kit-Wells","doi":"10.5195/jmla.2026.2287","DOIUrl":"10.5195/jmla.2026.2287","url":null,"abstract":"<p><strong>Background: </strong>This case report details an exploratory instructional session for dental students led by librarian-instructors at the University at Buffalo. Using historical source materials from the Robert L. Brown History of Medicine Collection, an hour-long session was developed to introduce year-one dental students to the history of their profession and its ongoing collaboration with important clinical populations.</p><p><strong>Case presentation: </strong>At the request of course faculty, the University at Buffalo's Dental Liaison Librarian, History of Medicine Curator, and History of Medicine Archivist were invited to develop and lead a session on the history of dentistry for a first-year course, Profession, Practice, and Community Dentistry (PDO 801). A core feature of this course is the introduction of students to eight underserved dental patient populations-referred to as \"communities of focus.\" To supplement student learning, library staff utilized the holdings of the Robert L. Brown History of Medicine Collection to bring together stories, artifacts, and printed materials that spoke not only to the history of the profession, but also to the history of the communities of focus. Thought prompts were developed to guide students during a textual analysis activity that analyzed representative materials.</p><p><strong>Conclusions: </strong>Overall, this interdisciplinary collaboration provided the opportunity to develop and implement a syllabus-informed historical instructional session that offered targeted insights into dentistry's past. Through guided discussions, hands-on exploration, and textual analysis of historic materials, instructors worked to inspire and educate participating dental students as they progress further along their path as providers of patient-forward care.</p>","PeriodicalId":47690,"journal":{"name":"Journal of the Medical Library Association","volume":"114 2","pages":"151-158"},"PeriodicalIF":1.7,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13075581/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147692314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}