Research Data Management Workshop Mission: Raising Awareness of Data Danger Zones

Purpose: To describe an NNLM training office Biomedical and Health Research Data Management (RDM) for Librarians course Capstone Project presenting a workshop for Health Science Center graduate students, post docs and research faculty. Setting: Anecdotal evidence from graduate studies, research and faculty development leadership indicated a need at this librarian’s institution for training about RDM concepts, but content specifics were unclear. A high-level workshop was offered to introduce potential “data danger zones,” review solutions, and identify areas for future training and consultations. Brief Description: Local examples and content from data management teaching toolkits addressed security, data and workflow documentation, backup, archiving and preservation. Participants would learn about tools and resources for support. For expertise outside the instructor’s sphere, partners across the institution were featured, including IT, the statistics collaboration center, and a computer lab teaching software tools. Short presentations to promote the workshop highlighted danger zones and invited busy faculty to send lab personnel to gather information for discussion within their own lab. Outcome: The workshop was attended by twenty-two people, including one entire lab brought to the class by their faculty lead. The class was a mix of graduate students, faculty, staff and postdocs. Most attendees were interested in learning more about basic organization, workflow processes, tools and documentation in light of rigor and reproducibility issues. Conclusion: Another workshop will be broadcast to all campuses this Fall and feedback will inform future faculty, staff and graduate student research development offerings

The Influence of Social Capital on Community Sustainability in Meacham Park, Missouri During 1996 -1999

Abstract The purpose of this study was to examine the influence of social capital on the phenomenon of community sustainability in Meacham Park Missouri, a Black neighborhood located in south St. Louis county. It is believed that social capital influences the collective action needed to create structures which lead to economic growth essential to community sustainability (Farrell, 2007, Ginwright, 2015; Putnam, 1993). The core idea of Robert Putnam’s social capital theory is there is value in social networks (Putnam, 2000, 1993). Examined were experiences of current and past residents of Meacham Park using social capital constructs to analyze the significance of collective activism on community sustainability. Also, included was an examination of Putnam’s bridging and bonding social capital. This study used the qualitative research approach to examine the influence of collective activism on policy decisions relating to the 1992 annexation of Meacham Park. The data from interviews, videotapes/pictures and document analysis were triangulated to validate conclusions (Berg, 2009). The examination used four major constructs based on Putnam’s Social Capital Instrument (SCI): (1) civic engagement; (2) interpersonal trust; (3) economic security and welfare; and (4) confidence in government. The SCI is a comprehensive tool that is used to measure social capital in small and medium-size communities (van Kemenade, 2003). An examination of data revealed Kirkwood’s strategic approach to dismantle economic and social structures through public policies. These tactics significantly impacted the ability of the Meacham Park residents to sustain a substantial portion of the community (Putnam, 1993; Berg, 2009; Randall, 2016)

Best Practices for the Use of Scholarly Impact Metrics for Medicine

Citation analysis and other bibliometric methods help justify your scholarly impact narrative by providing evidence of three characteristics of scholarship: scholarly output, scholarly impact, and the nature and development of scholarship over time or discipline. This guide provides research-based best practices specifically for biomedical researchers on the use of scholarly impact metrics and recommends strategies to enhance their scholarly identity

There’s an App for That: Information Resources for Disaster Preparedness and Response

Background: Quick and easy access to disaster health information is needed during all four phases of the emergency management cycle: Preparedness, Response, Recovery, and Mitigation.1 Health professionals and responders need to be fully aware of the best disaster health information resources and tools. Several organizations, including the National Library of Medicine (NLM), develop and provide authoritative, high-quality health information and tools for disaster preparation and response.2 Purpose: To develop and provide access to health information resources and technology for disaster preparedness, response, and recovery. Description: The Texas A&M University’s Medical Sciences Library and the College of Nursing developed a web page (http://tamu.libguides.com/redirect) that categorizes high-quality health information resources and disaster preparedness/response tools according to disaster response roles. Categories include: First Responders/EMS; Healthcare Providers; Public Health/Planner; and General Public. The page is formatted to fit screen sizes of various devices, including phones and tablets. Impact or Results: Disaster responders and preparedness teams can easily access a focused set of apps and other resources with multiple functions. For example, WISER advises on hazardous substances, including substance identification, containment and suppression advice, radiological tools, and medical treatment information. The public can download preparedness tools to their devices and develop their digital “go-kits”. Apps are mapped to their corresponding emergency management cycle phase(s). Health professionals, responders, policymakers, and the public can access the right information at the right time to prepare for, respond to, and recover from disasters. References 1. Grand Traverse County Emergency Management. (2019). What is emergency management? Retrieved from https://www.grandtraverse.org/379/What-is-Emergency-Management 2. Love C, Arnesen S, Phillips S, Windom R. National Library of Medicine Disaster Information Management Research Center: Achieving the vision, 2010–2013. Inf Serv Use. 2014;34(1-2):149-170. doi:10.3233/isu-140731ReDiReCT: Integrating NLM Resources into Disaster Preparedness and Response Cross-Disciplinary Training, has been supported in part or in full by Federal funds through the National Library of Medicine of the National Institute of Health under award number UG4LM012345 with the University of North Texas Health Science Center. The content is the responsibility of the authors and does not necessarily represent the official views of the NIH

Quality Indicators - Journals for Educational Scholarship - 2022

This chart is a companion to the Association of American Medical Colleges (AAMC) Annotated bibliography of journals for educational scholarship (Berry, 2022). The chart gives a quick reference to help guide selection of a journal in which to publish healthcare education research. Brief notes are given in this section regarding tools to validate current information and links are given in the References (some may only be available through your institution). Journal indexing and publisher policies change regularly, so authors should always verify copyright, archiving, indexing and journal rankings. Contact your librarian for assistance with any of the tools listed

Research Data Management Workshop Mission: Raising Awareness of Data Danger Zones

Purpose: To describe an NNLM training office Biomedical and Health Research Data Management (RDM) for Librarians course Capstone Project presenting a workshop for Health Science Center graduate students, post docs and research faculty. Setting: Anecdotal evidence from graduate studies, research and faculty development leadership indicated a need at this librarian’s institution for training about RDM concepts, but content specifics were unclear. A high-level workshop was offered to introduce potential “data danger zones,” review solutions, and identify areas for future training and consultations. Brief Description: Local examples and content from data management teaching toolkits addressed security, data and workflow documentation, backup, archiving and preservation. Participants would learn about tools and resources for support. For expertise outside the instructor’s sphere, partners across the institution were featured, including IT, the statistics collaboration center, and a computer lab teaching software tools. Short presentations to promote the workshop highlighted danger zones and invited busy faculty to send lab personnel to gather information for discussion within their own lab. Outcome: The workshop was attended by twenty-two people, including one entire lab brought to the class by their faculty lead. The class was a mix of graduate students, faculty, staff and postdocs. Most attendees were interested in learning more about basic organization, workflow processes, tools and documentation in light of rigor and reproducibility issues. Conclusion: Another workshop will be broadcast to all campuses this Fall and feedback will inform future faculty, staff and graduate student research development offerings

Souvenirs from an RDM Professional Development Journey

Purpose: Describes a professional development journey in Research Data Management (RDM) services funded by the National Library of Medicine. Setting: The National Library of Medicine encourages training in data concepts through courses and funding from the National Network of Libraries of Medicine (NNLM) Training Office and Regional Medical Libraries (RMLs). The Medical Sciences Library at Texas A&M University provides data consultations, referrals and workshops, but no formalized data services. Description: A librarian attended the first cohort of the NNLM Biomedical and Health RDM for Librarians course, the subsequent RDM 102, and a site visit with course mentors, all funded through the NNLM Training Office. Data Science Professional Development awards from the South Central RML funded attendance at the Mobilizing Computable Biomedical Knowledge (MCBK) and Transforming Research meetings. Data-related workshops were selected as an initial service to raise awareness of issues and position the Library as a partner for solutions. “Souvenirs” collected at each stop – a toolkit here, an active learning dataset there – were customized, promoted, piloted, and revised. Outcome: The workshops nurture conversation with faculty and leadership. An RDM workshop is in an ongoing series for the Health Sciences Center, graduate students did an active learning exercise at orientation, and a best practices workshop from the library is scheduled. Conference information and contacts inform planning. Conclusion: The RDM professional development journey doesn’t have to be expensive – funding is available. It doesn’t require applying “all the things”. Collect, customize and apply those that produce a quick win and resonate with constituents

Turning Up the Heat on the AAMC Annotated Bibliography of Journals for Educational Scholarship

Purpose: To share the process used to enhance the Association of American Medical Colleges (AAMC) Annotated bibliography of journals for educational scholarship (Blanco & Love, 2016) with a quick reference chart of journal quality indicators. Setting: The Association of American Medical Colleges (AAMC) Annotated bibliography of journals for educational scholarship provides a valuable annotated list of journals suitable for medical educators to consider when publishing their work. This format is naturally heavily text-based and contains limited information about journal self-archiving policies and journal rankings. Brief Description: This list was transformed into a quick reference chart indicating MEDLINE indexing, Web of Science and Scopus quartile rankings, and the open access and/or self-archiving policy for each journal. The tools and process used to create this chart, the dissemination methodology, lessons learned and ideas for future projects are presented. Outcome: The Quality Indicators for Journals of Medical Education Scholarship is freely available from the university’s institutional repository, is linked in multiple LibGuides and is referenced by medical education faculty at the institution when selecting journals in which to publish. Conclusion: Turning up the heat on existing quality work can help your researchers see that the sky’s the limit for disseminating their scholarly work

2017 Quality Indicators for Journals of Medical Education Scholarship

This chart is a companion to the Association of American Medical Colleges (AAMC) Annotated bibliography of journals for educational scholarship (Berry, 2017). The chart gives a quick reference to help guide selection of a journal in which to publish medical education research. Questions addressed include: How easily can my audience find my work? How easily can I track impact, such as citations? Brief notes are given regarding tools to validate current information and links are given in the References (some may only be available through your institution). Journal indexing and publisher policies change regularly, so authors should always verify copyright, archiving, indexing and journal rankings with the publisher. Many fully open access titles listed will be eligible for institutional underwriting of publication charges. Contact your librarian for assistance with any of the tools listed

Quality Indicators for Journals of Medical Education Scholarship - 2018

This chart is a companion to the Association of American Medical Colleges (AAMC) Annotated bibliography of journals for educational scholarship (Berry, 2017) updated as of October 2018. The chart gives a quick reference to help guide selection of a journal in which to publish medical education research. Questions addressed include: How easily can my audience find my work? How easily can I track impact, such as citations? Brief notes are given regarding tools to validate current information and links are given in the References (some may only be available through your institution). Journal indexing and publisher policies change regularly, so authors should always verify copyright, archiving, indexing and journal rankings with the publisher. Many fully open access titles listed will be eligible for institutional underwriting of publication charges. Contact your librarian for assistance with any of the tools listed