Life science Health sciences Biomedical Sciences Medical Sciences

名詞說明 Life science ◦ Health sciences ◦ Bio-medical Sciences ◦ Medical Sciences ◦ Health Science Libraries ◦ Medical Libraries ◦ Hospital Libraries

MLA 2011 之行所見的一些現象 共同點 ◦ Print materials remove from book shelves, release space for : ◦ Learning commons (USC) ◦ Teaching and Learning center (UCSF) ◦ to other departments of the campus ◦ Faculty of medicine (Stanford) ◦ Institute of health informatics (UM)

University of Minnesota, Minneapolis 校區醫學圖書館 UM medical library ◦ 某個樓層的一半挪用給健康資訊學研究所(Institute of Health Informatics) ◦ 圖書館入口因此改變到 大樓不明顯的位置

University of Minnesota, Minneapolis校 區醫學圖書館

UCSF醫學圖書館 UCSF medical library ◦ 地下室成立 teaching and learning center ◦ 包括了校區的clinical skill center, computer lab, discussion and teaching room

Stanford University醫學圖書館

MLA 2013 之行所見的一些現象 NIH Library ◦ 館員學科背景的分佈 – 共 63位 作人員 ◦ 20位(31. 7%)為圖書館員(librarian)的職稱 ◦ 13位(20. 6%)為資訊專家(informationist)的職稱 ◦ 重點服務項目 ◦ Informationist program ◦ Bioinformatics support program ◦ Training program ◦ Writing center and editing service ◦ Technology Sandbox

MLA 2013 之行所見的一些現象 John Hopkins medical library 的”轉型” ◦ 從library without wall library without physical space ◦ Merge to clinical site (clinical librarian , EBM) ◦ However, the Main library in the main campus 卻 募款闢地興建了一棟美崙美煥的Learning Commons, 與原圖書館比鄰相通

John Hopkins 醫學圖書館

2015 TX U Austin, Health Science Library

2016 Bridgepoint Health Lib. Toronto, CA. (醫院圖書館)

ALA提出之核心知能 ALA在 2009年通過 Core Competences of Librarianship之最新版本， 其中列出各類型圖書館館員的八大核心知識技能 : (1) 圖書館專業基礎知識 Foundations of the profession (2) 資訊資源 Information resources (3) 記錄性知識與資訊的組織 Organization of recorded knowledge and information

ALA提出之核心知能 (4) 技術性知識與技能 Technological knowledge and skills (5) 參考與讀者服務 Reference and user services (6) 研究 Research (4) 繼續教育與終身學習 Continuing education and lifelong learning (5) 行政和管理 Administration and management

SLA提出之核心知能 SLA認為二十一世紀資訊專業人員應具備之四大專業知能（ Professional competencies）如下： (1) 管理資訊機構 Managing information organizations (2) 管理資訊資源 Managing information resources 管理資訊服務 Managing information services (2) 運用資訊 具和技術 Applying information tools & technologies

MLA提出之七大核心知能 MLA於 2007年 2月公佈了其修訂了的教育政策宣 言，Competencies for Lifelong Learning and Professional Success : The Educational Policy Statement of the Medical Library Association 主軸為「終身學習與專業成功的知能」 這是MLA對健康科學專業人員之最新版的知識與 技能要求

MLA提出之七大核心知能 (1) 了解健康科學和健康照護之大環境 Understand the health sciences and health care environment (2) 知曉應用領導、財務、溝通、以及管理理論與技巧 Know and understand the application of leadership, finance, communication, and management theory and techniques

MLA提出之七大核心知能 (3) 了解提供資訊服務以滿足使用者需求的原則與實務 Understand the principles and practices related to providing information services to meet users' needs (4) 有能力去管理各種形式的健康資訊資源 Have the ability to manage health information resources in a broad range of formats

MLA提出之七大核心知能 (5) 了解並使用科技與系統去管理所有形式的資訊 Understand use technology and systems to manage all forms of information (6) 了解課程設計和教學，並且有能力教導取用、組織、使用資訊的 方法 Understand curricular design and instruction and have the ability to teach ways to access, organize, and use information

MLA提出之七大核心知能 (7) 了解科學研究方法，並且有能力從眾多相關學科中批判性地檢視 和過濾研究文獻 Understand scientific research methods and have the ability to critically examine and filter research literature from many related disciplines

2017 MLA new competencies

Link

MLA Competencies for Lifelong Learning and Professional Success Competency 1: Information Services A health information professional locates, evaluates, synthesizes, and delivers authoritative information in response to biomedical and health inquiries. Competency 2: Information Management A health information professional curates and makes accessible bioscience, clinical, and health information data, information, and knowledge.

MLA Competencies for Lifelong Learning and Professional Success Competency 3: Instruction and Instructional Design A health information professional educates others in the skills of bioscience, clinical, and health information literacy. Competency 4: Leadership and Management A health information professional manages personnel, time, budget, facilities, and technology and leads others to define and meet institutional goals.

MLA Competencies for Lifelong Learning and Professional Success Competency 5: Evidence-Based Practice & Research A health information professional evaluates research studies, uses research to improve practice, conducts research, and communicates research results. Competency 6: Health Information Professionalism A health information professional promotes the development of the health information professions and collaborates with other professionals to improve health care and access to health care information.

對醫學圖書資訊專業人員角色之反思 Digital collection manager Digital resources marketing manager Teaching partner -- EBM training, research aid tools (Endnote, Turnitin, submission advice, etc. ) Research partner -- systematic review research Clinical librarian -- in the bed site Scholarly communication promoter -- open access Knowledge value added service -- PRI analysis Consumer health information provider What else?

Background After one-year planning, the Taiwan Medical Library Association (TMLA) launched its first accreditation exam of medical librarians in Aug 2017. Candidates who pass the exam will receive a “Professional Certificate of Medical Librarianship in Taiwan”. This poster introduces the origin, content, and implement of the accreditation exam and analyze the sources and attributes of the examination candidates in 2017 -2018.

Methods The exam lasted for 90 minutes with multiple choice and essay questions, candidates who get the score higher than 70 pass the exam and will receive the Certificate issued by TMLA. In 2017, there were 47 medical librarians registered for the exam and 37 of them pass (78. 7%); In 2018, 21 registered and 15 pass it (71. 4%). The authors coded the demographic data in registration forms of each candidate with his/her exam score. And then apply the SPSS software to conduct the descriptive statistic, ANOVA and Scheffe's method, trying to investigate the correlation between exam scores and candidates’ personal attributes, such as age, sex, education degree, subject background, time of graduation, and type of medical libraries.

Results Among the candidates, most of them are in the age of 30 -39 (34. 3%) and 4049 (34. 3%), and 92. 5% are female. Around 3/4 have a bachelor degree and 4/1 have master degrees. 72. 4% graduated from LIS related departments. The distribution of their time of graduation are quite even: 21. 1% graduated from schools less than 5 years, 19. 3% for 6 -10 years, 22. 8% for 11 -15 years, 12. 3% for 16 -20 years, and 24. 6% are more than 21 years. 41. 9% of them work in regional hospital libraries and 29. 0% in libraries of medical centers.

應考者人口變項 1: 年齡 Table 1 年齡 人數 百分比 20 -29 9 13. 4% 30 -39 23 34. 3% 40 -49 23 34. 3% 50 -59 8 11. 9% >60 4 6. 0% Total 67 100. 0%

應考者人口變項 2: 性別 Table 2 性別 Male 人數 5 百分比 7. 5% Female 62 92. 5% Total 67 100. 0%

應考者人口變項 5: 畢業時 間 Table 5 畢業時間( 年) 人數 百分比 <5 12 21. 1% 6 -10 11 19. 3% 11 -15 13 22. 8% 16 -20 7 12. 3% >20 14 24. 6% 57 100. 0% Missing Totaldata=10

應考者人口變項 6: 服務醫 圖之類型 Table 6 圖書館類型 人數 百分比 Medical School Lib 11 17. 7% Medical Center Lib 18 29. 0% Regional Hospital Lib 26 41. 9% District Hospital Lib 7 11. 3% Total 62 100. 0% Missing data=5

Results As to the performance of their accreditation exam, 40. 3% of them receive the scores of 80 -89 and 31. 3% are 70 -79. The ANOVA analysis shows that “subject background” significantly influence the “exam score” (P<0. 01), and “education degree” and “type of medical libraries worked” are also the influential variables for scores (P< 0. 05). Researchers then apply Scheffe’s method to test the differences between groups. We found the influence of “subject background” to the “exam score” are significant differences between score groups of 60 -69 and 70 -79, and 60 -69 and 80 -89.

考試成績 Table 7 分數 人數 百分比 <60 4 6. 0% 60 -69 11 16. 4% 70 -79 21 31. 3% 80 -89 27 40. 3% 90 -99 4 6. 0% Total 67 100. 0%

ANOVA Sum Square Degree of Mean (SS) Freedom (df) Square (MS) . 347 4 . 087 Within Groups 73. 325 62 1. 183 Total 73. 672 66 . 342 4 . 086 Within Groups 4. 284 62 . 069 Total 4. 627 66 Education Between Groups 2. 091 4 . 523 Degree Within Groups 8. 530 53 . 161 10. 621 57 8. 786 4 2. 196 Within Groups 31. 714 53 . 598 Total 40. 500 57 8. 385 4 2. 096 2. 185 Age Sex Between Groups Total Subject Background Between Groups Years of Between Groups Graduation Within Groups 113. 615 52 Total 122. 000 56 9. 479 4 2. 370. 736 Type of lib Between Groups worked Within Groups 41. 957 57 Total 51. 435 61 F-ratio P-value . 073 . 990 1. 239 . 304 3. 248 *. 019 3. 671 **. 010 . 959 . 438 3. 219 *. 019 *P< 0. 05 (95% confidence interval) ** P<0. 01 (99% confidence interval)

Post Hoc Test -- Scheffe method 95% confidence Mean Dependent (J) interval Difference Std. (I-J) Error Upper bound Variables (I) Score Subject <60 60 -69 -1. 429 . 620 . 272 -3. 41 . 55 70 -79 -. 333 . 572 . 987 -2. 16 1. 49 80 -89 -. 333 . 569 . 987 -2. 15 1. 48 90 -99 -1. 000 . 670 . 695 -3. 14 1. 429 . 620 . 272 -. 55 3. 41 70 -79 1. 095* . 338 . 044 . 02 2. 17 80 -89 1. 095* . 332 . 039 . 03 2. 16 90 -99 . 429 . 485 . 940 -1. 12 1. 98 <60 . 333 . 572 . 987 -1. 49 2. 16 60 -69 -1. 095* . 338 . 044 -2. 17 -. 02 80 -89 . 000 . 231 1. 000 -. 74 90 -99 -. 667 . 422 . 647 -2. 01 . 68 . 333 . 569 . 987 -1. 48 2. 15 60 -69 -1. 095* . 332 . 039 -2. 16 -. 03 70 -79 . 000 . 231 1. 000 -. 74 90 -99 -. 667 . 418 . 639 -2. 00 . 67 <60 1. 000 . 670 . 695 -1. 14 3. 14 60 -69 -. 429 . 485 . 940 -1. 98 1. 12 70 -79 . 667 . 422 . 647 -. 68 2. 01 80 -89 . 667 . 418 . 639 -. 67 2. 00 Background 60 -69 70 -79 80 -89 90 -99 <60 Sig. Lower

Conclusions The accreditation exam of medical librarians had been held for 2 years and the total pass ratio is 77. 6%. The research findings could serve as references for future promotion of this Professional Certification and the planning of related continuing education courses of TMLA.