Don’t forget to RSVP for Kornhauser Library’s EndNote training taking place November 8th @ 10 am. RSVP with John Chenault @ email@example.com or 852-3901!
Learn more at: https://library.louisville.edu/endnote/starthere
Kornhauser Library provides access to point-of-care tools such as DynaMedPlus, Essential Evidence Plus, and First Consult. Effective Monday, September 4, 2017, Kornhauser will no longer be able to offer access to UpToDate and understand this is a significant transition. Kornhauser Librarians are here to help with the transition, and are can provide training sessions on these additional resources.
If you have any further comments or questions please direct them to our comment form at http://library.louisville.edu/forms/contact.
Ranked one of the most LGBT-friendly universities in the south, the University of Louisville provides a variety of supportive services for the LGBT community, and also training for those who serve or interact with these individuals. One such program targets future doctors, dentists, nurses and health care workers and culminates in a LGBT Health Competency certificate.
Over the 2016-2017 academic year, Kornhauser librarian Jessica Petrey availed herself of this training, and recently earned her certificate by attending seven live and one online sessions.
The coursework aims to develop awareness and compassion for LGBT patients, and includes an overview of LGBT health; medical and legal disparities affecting LGBT patients; medical implications of prolonged cross-sex hormone therapy; how to create a welcoming environment to improve health outcomes, and other classes.
We caught up with Petrey to ask a few questions about her experience:
Q. How does this training augment your work as a clinical librarian?
A. Most people attending these trainings are either current or future healthcare providers, so my benefits as a librarian were a little different than the average attendee. In addition to the health information and clinical training we all received, I was able to pay attention to the kinds of questions other attendees were asking and make note of resources we could gather and make available to our patrons. It also gave me the opportunity to network with faculty and students and promote not only the electronic resource guides I have created for them as part of Kornhauser’s LGBT initiative but also my literature searching services on LGBT reference questions.
Q. What was the most difficult part of the training?
A. Stories of disparities, stigma, and discrimination are always the hardest—but perhaps most important—part of these kinds of discussions. Even for those of us who are at least somewhat aware in the abstract of statistics regarding violence, discrimination, and barriers to care, it’s entirely different and much more real hearing the personal accounts of people who have had and continue to have these experiences. The sensitivity to those experiences is so much more important in empowering attendees in providing competent care than any information a textbook could provide.
Q. What was the most surprising aspect of these sessions?
A. I come from a very conservative area, so I was continually (and positively!) surprised at how well attended and supported each session was. It’s so great knowing that our university is working intentionally to reduce those disparities, and having buy-in from students and faculty from all four professional schools, campus offices, and the broader community is integral to that work being successful.
Q. Did you have a favorite session?
A. The variety of session structures and topics was one of the most positive aspects of the series, but my personal favorite session was the one with Dr. Koch. She is a trans woman who transitioned later in life, and was able to speak to both the technical clinical information about the transition process from a provider perspective and share her more personal experiences as a trans woman and patient. It was a privilege to listen to someone who could provide such a complete, enlightening picture of the whole process.
Q. Biggest lesson learned?
A. Probably leaving space for people to assert their own identities, rather than making assumptions. For healthcare providers with patients in particular, maybe that means introducing yourself and mentioning your own pronouns to ask for someone else’s, asking people what an identifier means to them, providing blank space on intake forms to write in orientation and gender rather than checking boxes, mirroring a person’s own language when referring to partners and identities, or some other tangible step you can take to establish a rapport of acceptance and understanding with an individual. Even though the focus of this course was to train healthcare providers, I think curating an approach of understanding and acceptance is a skill that can and should translate to our personal lives as well.
You may have noticed some changes happening on the University of Louisville Libraries website. Last summer we introduced new sites for the Bridwell Art Library and the Dwight Anderson Memorial Music Library along with improved scheduling apps for room reservations and research appointments.
In March we released the new site for Archives & Special Collections.
In the upcoming months we’ll be bringing you new sites for the Kornhauser Health Sciences Library, Ekstrom Library, and the University of Louisville Libraries. Tentative dates for these releases are July 1 for the Kornhauser site and August 1 for the Ekstrom and UofL Libraries sites.
Better Mobile Experience
A driving reason for these changes is the increasing use of mobile devices for accessing all parts of the site. In the previous version of our site the homepages for each library provided limited options in the mobile view. The new version will have the complete content of the site in the mobile version as well as in desktop views.
Currently, our website is split between two systems; when the project is complete the entire site will be located on one system. URLs for the pages on the old system will change. For example, when the Music Library site moved its URL changed from louisville.edu/library/music to library.louisville.edu/music/home.
The content management system (CMS) we are moving to is designed specifically for libraries and provides tools to help us keep links and other content fresh.
By Rachel Howard
Most peer-reviewed academic journals are subscription-based: some require high fees from academic libraries and their institutions, while others charge authors directly if they want to make their content freely available to other scholars and researchers through open access. The University of Louisville recently launched its own open access, peer-reviewed journal, The Journal of Respiratory Infections, using ThinkIR, the University of Louisville’s institutional repository in University Libraries.
Released on January 30, the new journal is one of several open access journals planned for hosting in ThinkIR that will serve the needs of scholars and researchers worldwide regardless of their means and without toll barriers.
Left to right: Rachel Howard, Sarah Frankel, and Jessica Petrey of University Libraries; Dr. Julio Ramirez, Dr. Bill Mattingly, Kimberley Buckner, and Matt Grassman of Division of Infectious Diseases.
Doctors in UofL’s Division of Infectious Diseases approached their Clinical Librarian, Kornhauser Library’s Jessica Petrey, last year about their idea to publish two open access journals: one focused on respiratory infections and the other on refugee and global health. They had thought through the aims and scope of these journals, and identified who within the division and the field they wanted to be involved, but they needed the Libraries’ help with hosting it and providing digital preservation of journal content – a prerequisite to getting it listed in PubMed.
Jessica put them in touch with Rachel Howard, Digital Initiatives Librarian, whose work involves digital preservation as well as open access. As a result of the work of Rachel, Sarah Frankel, the Libraries’ Open Access and Repository Coordinator, Dwayne K. Buttler, the Evelyn G. Schneider Endowed Chair for Scholarly Communication at UofL, and the Scholarly Communication and Data Management Work Group, the Libraries developed policies, procedures, and agreements to support the Division of Infectious Diseases as a pilot project for a new phase of repository development. Jessica expanded her support of the Division by serving as copy editor of the journal.
On January 30, 2017, the Division of Infectious Diseases celebrated the launch of Journal of Respiratory Infections Volume 1, Issue 1, with a party at MedCenterOne. Petrey, Howard, and Frankel were in attendance, where they were warmly thanked by Division of Infectious Diseases Chief Dr. Julio Ramirez.
What are we, the University Libraries, all about? What do we do, and what is our story?
Discover. Create. Succeed.
These three words describe our patrons’ process of interaction with the Libraries. They evoke the wonder and excitement of learning, the reciprocal interaction between finding material and turning it into scholarship, and the projected outcome of having interacted with our invaluable resources, whether printed, digital or human.
The University Libraries are vital to the academic success of the University of Louisville community. Both on campus and online, we are a key resource, teaching students best practices in scholarly research and collaborating with faculty to support their pedagogy. Our rich resources promote academic success. Above all, we help make UofL great.
With an important place in the UofL framework, the Libraries invite students, faculty, staff, alumni and visitors to revisit our facilities and interact with our resources, and our people.
The University Libraries support over 170 fields of study within 12 schools and colleges. Over three million people visit our libraries annually, and millions more access our website at http://www.louisville.edu/library. As members of the Association of Research Libraries (ARL), the University of Louisville Libraries rank among the top 100 academic research libraries in North America.
Visit your University Library to learn more!
To benefit their patrons – physicians, clinicians, medical and dental students – clinical librarians at the University of Louisville’s Kornhauser Library are actively seeking to deepen their understanding of contemporary medical theories and practice.
This summer, Assistant Director and Clinical Librarian Vida Vaughn attended the prestigious Evidence-Based Clinical Practice (EBCP) workshop at McMaster University in Ontario, Canada. Her main goals were to learn how to assess biostatistics in medical literature, expand her awareness of evidence-based practice, and become a better clinical librarian and teacher.
She soon realized that biostatistics analysis “is a graduate program in itself. But I came away knowing I can look at the literature more competently now.”
Vaughn’s work involves teaching students and clinicians on the Health Sciences Campus in the classroom setting, small groups or one-on-one, and also partnering with other medical educators. She said the workshop has helped her work more effectively, particularly with medical faculty at UofL. Gaining their buy-in and confidence is a constant mission and based on hard work, she said.
“I learned how much physicians crave the assistance of a librarian. When they heard what I do for UofL Physicians, they were just amazed and wanted to know how to get something similar started in their organizations.”
“They have so much advanced medical knowledge and training that it can be challenging,” said Vaughn. “You have to work very hard to prove yourself, to begin to gain a level of trust. But when you help solve someone’s problem for them, they become your best advocate.”
The immersive, week-long workshop is designed to benefit physicians, nurses, dentists, clinical librarians and other health-care professionals, who learn more about EBCP – and how to teach it – in a small-group setting. EBCP is a contemporary approach to healthcare practice that “explicitly acknowledges the evidence that bears on each patient management decision, the strength of that evidence, the benefits and risk of alternative management strategies, and the role of patients’ values and preferences in trading off those benefits and risks.”
All attendees work for 10-hour days throughout the week to explore a broad curricula. Vaughn worked alongside three family practice physicians, two naturopath physicians, an optician, a research professor, a mentor in training, and another clinical librarian. “It was extremely extensive, very intense. Everyone leaves completely exhausted.”
What surprised her most was how clinicians truly view her work as a librarian.
“I learned how much physicians crave the assistance of a librarian. When they heard what I do for UofL Physicians, they were just amazed and wanted to know how to get something similar started in their organizations. The type of embeddedness and buy-in that exists at our institution is not readily available to many clinicians around the country. At UofL, our clinical librarian team has made a concerted effort to be accepted as part of the medical teams. With some departments, I’m embedded to the point of being considered part of the furniture.”
Despite the asymmetry in medical training between the participants, there was no haughtiness or “lording it over anyone. Their attitude was, ‘We’re just here to help each other get through the workshop.’ It was an intense learning experience for everyone.
“I was pleasantly surprised by how supportive the physicians were on my process and learning. They were very engaged and mentored me through the workshops. In the critique of her presentation, her fellow group mates counseled, ‘You shouldn’t apologize so much for what you feel you don’t know because you know much more than you think.’
“I felt extremely sustained by that because I had felt quite out of my league at times.”
Vaughn, who is president of the Kentucky Medical Library Association, spoke about the workshop at a recent KMLA meeting and found a highly receptive audience.
“Now that we have made this investment in my learning, it’s my turn to come back and teach my staff and colleagues and impart the things I’ve learned.”