COLUMN / CHRONIQUE

Current research

Compiled by Teresa Lee

Campbell R, Ash J. An evaluation of five bedside information products using a user-centered, task-oriented approach. *J Med Libr Assoc*. 2006 Oct;94(4):435-41, e206-7. Available at http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1629448&blobtype=pdf.
PMID: 17082836.

**Purpose:** The paper compares several bedside information tools using user-centered, task-oriented measures to assist those making or supporting purchasing decisions. **Methods:** Eighteen potential users were asked to attempt to answer clinical questions using five commercial products (ACP's PIER, DISEASEDEX, FIRSTConsult, InfoRetriever, and UpToDate). Users evaluated each tool for ease-of-use and user satisfaction. The average number of questions answered and user satisfaction were measured for each product. **Results:** Results show no significant differences in user perceptions of content quality. However, user interaction measures (such as screen layout) show a significant preference for the UpToDate product. In addition, users found answers to significantly more questions using UpToDate. **Conclusion:** When evaluating electronic products designed for use at the point of care, the user interaction aspects of a product become as important as more traditional content-based measures of quality. Actual or potential users of such products are appropriately equipped to identify which products rate the highest on these measures.

Booth A. "Brimful of STARLITE": toward standards for reporting literature searches. *J Med Libr Assoc*. 2006 Oct;94(4): 421-9, e205. Available at http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1629442&blobtype=pdf. PMID: 17082834.

**Context:** Systematic reviews of qualitative research studies extend understanding of health care beyond effectiveness to acceptability and user views. **Objective:** The paper surveys reports of qualitative systematic reviews and, by characterizing techniques used to identify articles for inclusion, proposes standards for reporting of literature searches. **Data sources and study selection:** A search of MEDLINE was performed for qualitative systematic reviews published from 1988 to December 2004, supported by searches of CINAHL, Web of Knowledge (including the Science and Social Sciences Citation Index), and the Cochrane Methodology Register, and Internet searches using the Copernic Agent Professional meta-search agent. Studies were included if they used techniques of qualitative synthesis in reviewing research studies in health care. Narrative reviews were excluded. **Data extraction:** Authors, year of publication,

sampling strategy, databases, keywords, and other approaches used were extracted. **Data synthesis:** Sixty-four studies were identified, and 43 met inclusion criteria for this review. A summary of searching methods was produced and used to construct the STARLITE mnemonic (sampling strategy, type of study, approaches, range of years, limits, inclusion and exclusions, terms used, electronic sources). **Conclusions:** Considerable variation exists in search methods for qualitative systematic reviews. While diversity in methods is appropriate during the development of review methodology, major concerns remain about the absence of an accepted standard and the consequent poor quality of reporting.

Zhang L, Sampson M, McGowan J. Reporting of the role of the expert researcher in Cochrane reviews. *Evidence Based Library and Information Practice*. 2006;1(4). Available at http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/57/157.

**Introduction:** This study applied the principles of evidence based information practice to clarify the role of information specialists and librarians in the preparation of Cochrane systematic reviews and to determine whether information specialists impact the quality of searching in Cochrane systematic reviews. **Objectives:** This research project sought to determine how the contribution of the person responsible for searching in the preparation of Cochrane systematic reviews was reported; whether the contribution was recognized through authorship or acknowledgement; the qualifications of the researcher; and the association between the type of contributorship and characteristics of the search strategy, assessability, and the presence of certain types of errors. **Methods:** *Data sources* – The Cochrane Database of Systematic Reviews, The Cochrane Library 3 (2002). *Inclusion criteria* – The study included systematic reviews that met the following criteria: one or more sections of the Cochrane Highly Sensitive Search Strategy were utilised, primary studies were either randomised controlled trials (RCTs) or quasi-RCTs, and included and excluded studies were clearly identified. *Data extraction* – Two librarians assessed the searches for errors, establishing consensus on discordant ratings. **Results:** Of the 169 reviews screened for this project, 105 met all eligibility criteria. Authors fulfilled the searching role in 41.9% of reviews studied, acknowledged persons or groups in 13.3%, a combination in 9.5%, and the role was not reported in 35.2% of reviews. For the 78 reviews in which meta-analyses were performed, the positions of those responsible for statistical decisions were ex-
amined for comparative purposes. The statistical role was
performed by an author in 47.4% of cases and unreported in
the same number of cases. Insufficient analyzable data was
obtained regarding professional qualifications (3/105 for
searching, 2/78 for statistical decisions). Search quality was
assessed for 66 searches across 74 reviews. In general, it
was more possible to assess the search quality when the
searcher role was reported. An association was found be-
tween the reporting of searcher role and the presence of a
consequential error. There was no association between the
number of consequential errors and how the contribution of
the searcher was reported. **Conclusions:** Qualifications of
the persons responsible for searching and statistical deci-
sion-making were poorly reported in Cochrane reviews, but
more complete role reporting is associated with greater
assessability of searches and fewer substantive errors in
search strategies.

Wood MA, Thompson C, Alpi KM. Extending electronic resource licenses to a newly established overseas medical school branch. *Journal of Electronic Resources in Medical Libraries*. 2007;4(1/2):e-pub. doi:10.1300/.

Weill Cornell Medical College in Qatar (WCMC-Q) was established in 2001. This case study describes the establishment and maintenance of access to licensed electronic resources from the libraries of Weill Cornell Medical College in New York City (WCMC-NY) and its parent institution, Cornell University in Ithaca, New York to the new and primarily digital WCMC-Q Distributed eLibrary (DeLib) in Doha, Qatar. Challenges in extending access included defining relationships in a way that vendors could understand, creating networks and support mechanisms on both sides, and communicating across logistical and cultural differences. Through collaboration and coordination, these separately funded libraries acquire and maintain access to electronic resources at a shared cost.

Cuddy C, Wrynn P. Licensing content for PDAs. *Journal of Electronic Resources in Medical Libraries*. 2007;4(1/2):e-pub. doi:10.1300/.

Health sciences libraries have grown comfortable with li-
censing Web-based electronic resources such as e-journals
and texts in recent years. Libraries attempting to license
PDA resources will find some similarities, but many new
pitfalls await them. Major issues include difficulties in eval-
uating products, multiple versions of products, vendors' lack
of familiarity with institutional markets, and access and pric-
ing models. The library collection development policy state-
ment (CDPS) is seen as one way for a library to develop an
approach to offering PDA products, but for the present, li-
braries may be restricted by the actual cost to provide the
content.

McGeady D, Kujala J, Ilvonen K. The impact of patient-
physician Web messaging on healthcare service provision.
*Int J Med Inform.* 2006 Dec 21; [E-pub ahead of print].
PMID: 17188564.

**Background:** Information technology can support the de-
ivery of healthcare. Patients are eager to make use of such
tools as Web messaging, yet its deployment has been limited

to date. A fear still pervades that the cost associated with a
possible increase to physician workloads may outweigh any
suggested benefits. **Goal:** This paper aims to review the
body of research completed in the area of patient-physician
Web messaging. The findings of this review will then be as-
sessed and synthesised, with the intention of creating an
overview of both the benefits and costs of patient-physician
online messaging. Areas of particular importance to future
research may then be identified. **Results:** Demand and sup-
port for online communication tools amongst patients is
strong and can increase quality of care due to increased
patient-physician communication. Although there would
seem to be great potential to increase process efficiency,
there would not seem to be sufficient evidence as of yet to
suggest that this is the case. **Conclusion:** Further quantita-
tive research in particular is required to assess the impact of
online communication, with special regard to the effect on
overall patient demand and on healthcare process efficiency.

Sheffield C. e-Learning Object Portals: a new resource that offers new opportunities for librarians. *Med Ref Serv Q*. 2006 Winter;25(4):65-74. PMID: 17135153.

e-Learning Object Portals are emerging as a new form of
electronic information. Four portals most effective in provid-
ing health care information are identified: the Medical Library
Association's Center of Research and Education (CORE), the
Health Education Assets Library (HEAL), the American Acad-
emy of Medical Colleges' MedEDPortal, and the Multimedia
Education Resource for Learning and Online Teaching
(MERLOT). Various user groups such as librarians, educa-
tors, and students are discussed, as well as their reasons for
using e-learning object portals. New roles for librarians in
promoting and developing these portals are also reviewed.

Bury R, Martin L, Roberts S. Achieving change through mutual development: supported online learning and the evolving roles of health and information professionals. *Health Info Libr J*. 2006 Dec;23(Suppl 1):22-31. PMID: 17206993.

**Introduction:** Major changes in health care, within an information- and technology-rich age, are impacting significantly on health professionals and upon their education and training. Health information professionals, in both the National Health Service (NHS) and higher education (HE) contexts, are consequently developing their roles, skills, and partnerships to meet the needs of flexible education and training. This article explores one facet of this — supported online learning and its impact on role development. **Methodology:** A case study approach was taken, aiming to explore how academics, health information professionals, and learning technologists are developing supported online learning to explicitly address the e-literacy and information needs of health students within the context of NHS frameworks for education. This was contextualized by a literature review. **Results:** The case study explores and discusses three dynamics: (i) the use of supported online learning tools by future health-care professionals throughout their professional training to ensure they have the appropriate e-literacy skills; (ii) the use of supported online learning by current health professionals to enable them to adapt to the changing environment; (iii) the development of the health information profes-
sional, and particularly their role within multi-disciplinary
teams working with learning technologists and health profes-
sionals, to enable them to design and deliver supported online
learning. Conclusions: The authors argue that, in this specific
case study, health information professionals are key to the de-
velopment of supported online learning. They are working

successfully in collaboration and their roles are evolving to
encompass learning and teaching activities in a wider con-
text. There are consequently several lessons to be drawn in
relation to professional education and role development.