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Starting from Scratch: Establishing a Role for an Informationist on Rounds

Starting from Scratch: Establishing a Role for an Informationist on Rounds. Alison Aldrich, MSI MPH Stephanie Schulte, MLIS The Ohio State University. Background. OSU HSL has a good history of collaboration with the College of Medicine and College of Nursing

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Starting from Scratch: Establishing a Role for an Informationist on Rounds

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  1. Starting from Scratch: Establishing a Role for an Informationist on Rounds Alison Aldrich, MSI MPH Stephanie Schulte, MLISThe Ohio State University

  2. Background • OSU HSL has a good history of collaboration with the College of Medicine and College of Nursing • A Clinical Informationist position was created to improve HSL services to clinical faculty and staff

  3. Health Sciences Library photo: medicalcenter.osu.edu

  4. OSU Internal Medicine Residents 2011-2012 photo: http://internalmedicine.osu.edu/education/welcome/our-residents/index.cfm

  5. Pharm MS-3 10 patients PGY-3 MS-3 Attending PGY-1 CCM Pharm Informationist

  6. Challenge: Who are you? • Don’t expect to be introduced • Master the elevator speech • Repeat as necessary • Act like you belong

  7. Challenge: Encouraging Questions

  8. Challenge: Encouraging Questions

  9. Challenge: Encouraging Questions • Go back mid-afternoon • Take advantage of down time • Listen, listen, listen

  10. Challenge: Resident Burnout Survey of US internal medicine residents, 2008-2009: • Overall burnout = 51.5% • Emotional exhaustion = 45.8% • Depersonalization = 28.9% West, C. P., Shanafelt, T. D., & Kolars, J. C. (2011). Quality of life, burnout, educational debt, and medical knowledge among internal medicine residents. JAMA : The Journal of the American Medical Association, 306(9), 952-960.

  11. Challenge: Resident Burnout • Empathize • Archive articles from rounds for residents to access later • Send the best, include search strategy for the rest

  12. May 2012 survey • To all residents plus students and staff from rounds (n=22) • 77.8% of respondents had interacted with the informationist on rounds

  13. May 2012 survey • Did information/instruction provided by the clinical informationist allow you to handle a clinical situation differently than you would have otherwise? 77.8% yes

  14. May 2012 survey • Did informationist services save you time? 78% yes

  15. May 2012 survey

  16. Challenge: Fishing vs. Teaching McGinn, T., Seltz, M., & Korenstein, D. (2002). A method for real-time, evidence-based general medical attending rounds. Academic Medicine, 77(11), 1150-1152.

  17. Challenge: Fishing vs. Teaching

  18. Challenge: Fishing vs. Teaching

  19. Challenge: Fishing vs. Teaching

  20. Challenge: Fishing vs. Teaching

  21. The Main Challenge: Culture “Culture trumps strategy every time.”

  22. The Main Challenge: Culture “Culture trumps strategy every time.” “Accreditation standards trump culture every time?”

  23. ACGME Milestone 15

  24. Year in Review • Approximately 10 hours/week spent rounding • 232 questions, 96.6 hours spent searching • Familiarity with culture, pace, and frequently encountered clinical problems on rounds • Preliminary evidence that it’s helping

  25. More to Try • Develop evaluation strategies for milestones • Round to multiple services • Promote it as a novelty - have attendings sign up for informationist service • Electronic feedback options

  26. Connect with us • Alison Aldrichalison.aldrich@osumc.edu @aldricham • Stephanie Schultestephanie.schulte@osumc.edu @s_schulte

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