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Title: Connecting Faculty Researchers to Librarians via Departmental Associates.
Creator: Epstein, Susan A., Rosasco, Robyn
Abstract/Description: Librarians have provided reference and research support for faculty to varying degrees for many years, and librarian support is needed more than ever today with the rapidly evolving nature of library resources and online information. Learning about faculty research needs and determining ways to support their research is an ongoing challenge facing librarians. This article describes a library program that uses academic department administrative personnel to connect with faculty researchers and...
Show moreLibrarians have provided reference and research support for faculty to varying degrees for many years, and librarian support is needed more than ever today with the rapidly evolving nature of library resources and online information. Learning about faculty research needs and determining ways to support their research is an ongoing challenge facing librarians. This article describes a library program that uses academic department administrative personnel to connect with faculty researchers and helps clarify the roles that librarians, faculty, and administrative personnel play in the research process.
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Date Issued: 2015
Identifier: FSU_migr_medlib_publications-0003, 10.1080/02763877.2014.978246
Format: Citation

Title: 24/7 Access: Crafted in 2010 and Built to Last.
Creator: Rosasco, Robyn, Epstein, Susan A.
Abstract/Description: Objectives Our library has provided 24/7 access for student study space since 2010. This service has functioned as anticipated with minor policy breaches in 2010 and 2013. The purpose of this study was to determine how well 24/7 access to our library is working, obtain student feedback on security procedures, and solicit ideas from all stakeholders for future improvements. Methods Stakeholders for 24/7 access to our academic health sciences library include both the service providers (library,...
Show moreObjectives Our library has provided 24/7 access for student study space since 2010. This service has functioned as anticipated with minor policy breaches in 2010 and 2013. The purpose of this study was to determine how well 24/7 access to our library is working, obtain student feedback on security procedures, and solicit ideas from all stakeholders for future improvements. Methods Stakeholders for 24/7 access to our academic health sciences library include both the service providers (library, student affairs, and security/legal personnel) and the service users (first- and second-year medical students and biomedical graduate students). To evaluate the effectiveness of the library's 24/7 access service, the authors conducted a series of free-response interviews with several service provider and user stakeholders to solicit the most detailed feedback possible. The authors also administered a brief survey to determine if students were satisfied with unstaffed access to library study space. The results of stakeholder feedback were used to evaluate the value of our extensive planning for 24/7 access to the library, our thorough and consistent implementation, and our responsiveness to the needs of our students. Results: Our library director invited (via email) 14 student/staff stakeholders to be interviewed by the primary investigator (PI) and co-PI. Three students and three staff members agreed to be interviewed; five interviews were conducted face-to-face and one was conducted by phone. In addition, our library director sent an email invitation to complete a 10-question survey to approximately 500 students; 114 surveys were completed. From the interviews and the survey, shared themes as well as several unique feedback items emerged. In general, the overwhelming response was that the 24/7 service meets the needs of students, providing a secure, consistent study area for students who do not choose to study in another College of Medicine study space, in another campus library, at home, or at another location. Specifically, 90% of the students were not concerned about safety/security issues in the library during unstaffed hours, 82% indicated that the library environment was conducive to studying during unstaffed hours, and 83% felt that the library's orientation on 24/7 policies and procedures has met their needs. Conclusions: Collecting formal feedback on our 24/7 service has validated the time spent in planning, implementation, and responding to student needs, and has also elicited several ideas for improving the 24/7 service. We plan to continue interviewing and surveying 24/7 stakeholders on a yearly basis to solicit current feedback and continually improve the service.
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Date Issued: 2014
Identifier: FSU_migr_medlib_posters-0003
Format: Citation

Title: How the ACRL Research as Inquiry Frame Informed Library Instruction at a College of Medicine.
Creator: Epstein, Susan, Rosasco, Robyn, Heasley, Erica
Abstract/Description: In recent years, librarians have begun to consult the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education to inform their library instruction and respond effectively to an ever-changing information ecosystem. This article describes an academic medical library’s experience with framing scholarly research as a discovery process of asking questions and finding answers; in essence, following the basic premise of the ACRL’s “Research as...
Show moreIn recent years, librarians have begun to consult the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education to inform their library instruction and respond effectively to an ever-changing information ecosystem. This article describes an academic medical library’s experience with framing scholarly research as a discovery process of asking questions and finding answers; in essence, following the basic premise of the ACRL’s “Research as Inquiry” frame. The authors’ development of instructional sessions for undergraduate interdisciplinary medical students has also encouraged their integration of Framework concepts with medical education standards and previous active-learning initiatives.
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Date Issued: 2018-10-16
Identifier: FSU_libsubv1_scholarship_submission_1541191437_6a4d17de, 10.1080/0194262X.2018.1530630
Format: Citation

Title: Medical Library Impact on Active Learning in the College of Medicine Curriculum.
Creator: Epstein, Susan, Rosasco, Robyn, Heasley, Erica
Date Issued: 2018/06
Identifier: FSU_libsubv1_scholarship_submission_1544649405_e93487d3
Format: Citation

Title: Medical College Librarians Advance Active Learning Initiatives: Instruction Yields Positive Results.
Creator: Heasley, Erica, Epstein, Susan, Rosasco, Robyn
Abstract/Description: IntroductionSince 2011, medical librarians in our College have developed resources and services to facilitate active student learning of the scholarly research process. The College’s promotion of active learning instruction and new academic programs have provided opportunities for greatly increased library participation in the curriculum, and in 2017, the librarians began to formally evaluate their active-learning initiatives. ObjectiveEvaluating library instructional sessions provides...
Show moreIntroductionSince 2011, medical librarians in our College have developed resources and services to facilitate active student learning of the scholarly research process. The College’s promotion of active learning instruction and new academic programs have provided opportunities for greatly increased library participation in the curriculum, and in 2017, the librarians began to formally evaluate their active-learning initiatives. ObjectiveEvaluating library instructional sessions provides feedback for program improvement and evidence of the medical library’s contribution to the curriculum goals of the College. We hope to answer the question “Will using an interactive teaching approach to library instruction lead to high levels of participant self-efficacy for initiating and conducting their own clinical and scholarly research?“ MethodsThe medical librarians began our formal evaluation process with undergraduate Interdisciplinary Medical Sciences (IMS) students in selected spring 2018 classes, and have continued with IMS and physician assistant students. Class learning objectives, such as formulating a research question, choosing appropriate databases, and using citation management tools, were correlated to class activities, which were designated as either passive or active. After library instructional sessions, students have had the opportunity to complete a brief online questionnaire. Each 10-point survey item states “Based on what you learned or recalled in this session, please rate your degree of confidence in doing the following.” ResultsPreliminary data review indicates a moderate to high level of student confidence in conducting various aspects of the research process after the library session. An in-depth analysis may also provide insight into active versus passive learning strategy effectiveness.
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Date Issued: 2019-06-01
Identifier: FSU_libsubv1_scholarship_submission_1564585328_0507c259
Format: Image (JPEG)

Title: Any Shape or Form: An Online Module for Teaching Medical Students Citation Managment in Residency Settings.
Creator: Heasley, Erica, Rosasco, Robyn
Abstract/Description: This poster was presented at the 2019 Southern Chapter of the Medical Library Association's Annual Meeting in Savannah, GA.
Date Issued: 2019-10-9
Identifier: FSU_libsubv1_scholarship_submission_1571166278_2a7998cb
Format: Citation

Title: Raising Frames of Mind: Elevating Learners Using the ACRL Framework and Active-Learning Strategies.
Creator: Rosasco, Robyn, Heasley, Erica, Epstein, Susan
Abstract/Description: Objectives: An active-learning approach to information literacy instruction can promote student engagement and higher-order thinking, which complement current instructional standards and conceptual frameworks in higher and medical education. This paper demonstrates the value of active-learning strategies mapped to the Association for College & Research Libraries’ (ACRL) Framework guidelines by assessing health sciences students’ perceived self-efficacy of their information literacy skills...
Show moreObjectives: An active-learning approach to information literacy instruction can promote student engagement and higher-order thinking, which complement current instructional standards and conceptual frameworks in higher and medical education. This paper demonstrates the value of active-learning strategies mapped to the Association for College & Research Libraries’ (ACRL) Framework guidelines by assessing health sciences students’ perceived self-efficacy of their information literacy skills after participating in varied instructional sessions. Methods: Medical librarian instructors integrated active-learning strategies into, on average, 10 one-shot information literacy lessons per semester for health sciences students at the Florida State University College of Medicine (FSU COM) during spring 2018, fall 2018, and spring 2019. Strategies included guided, abbreviated research simulations; interactive modules for small-group learning; and flipped classroom techniques that required students to submit pre- and post-class assignments. Instructors mapped active- and passive-learning methods to learning concepts identified in appropriate ACRL frames. A cross-sectional, online survey with a 11-point Likert scale that measured perceived self-efficacy for initiating and conducting clinical and scholarly research was distributed to graduate, undergraduate and physician assistant students following information literacy instruction that used active-learning and student-engagement concepts recommended in the ACRL Framework. Quantitative analysis was performed on self-efficacy scores submitted in fall 2018 and spring 2019. Results: Library instruction sessions and data collection are ongoing. Preliminary results collected from students after library instruction sessions suggest moderate-to-high confidence ratings for information literacy competencies. Based on observation, an unanticipated outcome has been an increase in undergraduate senior capstone students seeking one-on-one research consultations with medical librarians when compared to previous semesters. Conclusions: We hope active-learning methods connected to conceptual frameworks and educational standards will support formalized integration of information literacy competencies across the FSU COM curricula. Further conclusions will be described at the time of the presentation.
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Date Issued: 2019-05-07
Identifier: FSU_libsubv1_scholarship_submission_1581620711_3e8460a0
Format: Citation

Title: Menopause and Diabetes? No Sweat!.
Creator: Bush, Suzanne Yancey, Floyd, Elizabeth, Rosasco, Robyn
Abstract/Description: For women, menopause is not an option. There is a finite end to our reproductive life, but modern women live as much as one third of their lives past menopause. Women with diabetes are no exception, but they do have their own special concerns. Armed with current up to date medical knowledge, women with type 1 diabetes (T1D) or type 2 diabetes (T2D) can make informed decisions about how they approach menopause, its symptoms, and body changes.
Date Issued: 2016
Identifier: FSU_libsubv1_scholarship_submission_1606753202_d1a20bbc, 10.17125/plaid.2016.83
Format: Citation

Maguire Medical Library (7)	+ -
Partner Perspectives (1)	+ -

Information science (2)	+ -
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Medical sciences (2)	+ -
Education (1)	+ -
Information literacy (1)	+ -

Medical education (1)	+ -
Scholarly publishing (1)	+ -

text (8)	+ -
conference poster (3)	+ -
journal article (2)	+ -
conference object (1)	+ -

Heasley, Erica (5)	+ -
Epstein, Susan (4)	+ -
Epstein, Susan A. (2)	+ -
Bush, Suzanne Yancey (1)	+ -
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