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RUSA Class: Health Information | Library Professional Development
Health Information 101
Next Session: March 3 – April 11, 2014
(Chats available upon request.)
Students who complete the required coursework for Health Information 101 will receive 1 CEU (Continuing Education Unit!) Registration rates–individual and group–for this course are $20 more than other courses in order to reflect this credit.
Course Description and Objectives:
With the March 23, 2010 passage of the Patient Protection and Affordable Care Act (PPACA), there is increased emphasis on patients’ active, rather than passive, participation in issues concerning their health status. And participation is difficult for the one in five U.S. adults who function at a basic or below basic literacy level.The over-65 population will constitute a full 20 percent of the total U.S. population by 2030. Six out of ten Baby Boomers will be managing multiple chronic illnesses and will need access to timely, reliable and accurate healthcare information in order to make timely and accurate healthcare decisions. Eight out of ten Internet users go online looking for health information and many feel overwhelmed and confused by the amount of information they find and frustrated by their inability to find what they were looking for. Of particular relevance to librarians is this: 75 percent of health seekers do not check the source or date of the information of the health information they find.
Learning Outcomes:
During this six week course, we’ll demystify and decode medical terminology then learn the basics of evidence-based biomedical literature searching. We’ll learn how to systematically evaluate a health website then look at some the best of best sites for medical, pharmaceutical and drug information. We need to be well-versed in the business of healthcare and we’ll learn about PPACA, the Centers for Medicare & Medicaid Services, HealthIT and HITECH, Meaningful Use, Physician and Hospital Rankings & Ratings, and the Personal Health Record. And finally, we’ll discuss health literacy issues and how to create partnerships with hospital and academic medical librarians through the National Network of Libraries of Medicine.
By the end of the six week “Health Information 101” course, students will be able to:
Construct an information search using medical terminology
Formulate a search strategy in PubMed utilizing both controlled vocabulary and natural language terms
Recommend consumer health resources based on patron literacy levels
Design a shame free environment within the library
Apply the Ten Question Consumer Health Website Evaluation Checklist when assessing consumer health website
Adopt health reference interview techniques
Describe healthcare reforms
Health Information 101 is asynchronous. This allows participants to work through course material at times convenient to them. Participants may also choose to schedule online chat time with the instructor.
This course was designed with public librarians in mind, however primary, secondary and academic librarians will find this course useful too.
The course is divided into six modules:
Medical Terminology
Evidence-based biomedical literature searching
Literacy and Health Outcomes
Evaluating health and medical websites
Consumer health resources
The Business of Healthcare
Instructor
Maura Sostack, MLS, AHIP has been involved in the library science and research analytic field for 25 years. She holds a Bachelor’s Degree in Political Science and Economics and a Master’s Degree in Library and Information Science. Ms. Sostack began her career working for the United Nations Department for Disarmament Affairs and was a Criminal Intelligence Analyst for the Pennsylvania Crime Commission. From 1997 through 2006, she was the Director of Library Services for Methodist Hospital, a division of Thomas Jefferson University Hospitals. Currently, she manages the Health Sciences libraries at Virtua Health and is a member of Virtua’s Speakers Bureau.
Sostack is the Government Relations chair for the Hospital Library Section of the Medical Library Association. She is also an active member of the American Library Association’s Intellectual Freedom Roundtable and serves on the OVID Technologies Advisory Board.
Registration Information
Registration limit for each session: 30
Registrations for this session will no longer be accepted once the 30 student limit is reached.
Registration Fees:
$150 for RUSA members
$195 for ALA members
$230 for non-ALA members
$120 for student members and retired members
How to Become a Court Reporter: In-Class versus Online Training …
Today’s students have plenty of online and in-class programs to choose from for a court reporting education. But are online programs as effective as traditional classroom-based programs? Read on to learn what other aspiring and experienced court reporters see as the pros and cons of both options.
Most court reporting education programs contain two main components: court reporting theory and speedbuilding. Students also typically take classes such as English grammar, medical and legal vocabulary and ethics, and must pass written exams as well as speedbuilding exams to earn their certification. Some students such as Megan Doney and Melissa Mandell have taken both in-class and online classes and see the value in both. Still others such as Cathy Jardim swear by the training they received in a traditional classroom setting.
“In an ideal world, I’d do all of my training in person. Court reporting requires you to learn to use your brain differently and it can be tough at first,” said Mandell of Merrill Deposition Services, “You need a lot of support from your instructor and fellow students, especially when you’re starting out. The more you have, the more you’ll be inclined to stick with it.”
Mandell completed her theory classes in the classroom and is enrolled in an online speedbuilding class. She loves the flexibility of the online program, although she cited another important aspect of the traditional classroom. “Having to show up in person makes you more accountable and keeps you on schedule. It’s a little easier to put off your work in an online class, even though the teacher keeps tabs on you,” she said. “Checking in via email is not the same as having to answer in person.”
Mandell also valued the “real world” stories her instructor shared to provide students with a sense of the work world they were entering. “I don’t think the stories would have come across as effectively in an online setting,” she said.
Doney, also of Merrill Deposition Services, completed her theory training by attending an in-person class after work. “I don’t know if I would have lasted if my initial classes were online,” she said, “It would have been frustrating without having a teacher there in person to help me get accustomed to the coursework and equipment.”
Like Mandell, Doney is now enrolled in an online speedbuilding class. While she likes the flexibility of the online class, she feels it’s effective “largely because the teacher is so communicative. He provides detailed commentary on daily lessons in a way that you feel like he is talking to you,” she said.
Cathy Jardim, an expert court reporter who has handled high-profile work such as speeches for President Carter and President Reagan and the Monica Lewinsky deposition, attended a traditional court reporting school. “We went to school every day from 9 to 3, with a lot of classroom time spent on English grammar classes, medical terminology, legal terminology, etc. You built your speed at the same time,” she said.
Jardim noted that today’s court reporting programs seem to emphasize English grammar less than in years past, a trend she views with concern. She credits her strong command of the English language as a key aspect of her successful career.
“People have this notion about court reporting that you can make a lot of money – you just have to learn how to type fast. It’s much more than that,” she said. “It’s not just about capturing the word. It’s about getting it onto the page correctly.”
Jardim agrees with Doney and Mandell about the value of in-person training. “The rigor and routine of in-person training is more demanding and therefore more effective. I think going to a formal program where you see your teachers every day and take daily English classes is hugely important to having a successful career.”
Online or in-person?
The line between the two is becoming blurred by technology. It’s becoming easier and easier to show up “in person” via web conferencing, online meeting software and other tools. The most important factor in learning, based on our contributors’ insights, is achieving that person-to-person interaction that creates a richer learning experience.
UCSF Cantonese Medical Terminology Elective
Students led separate Cantonese and Mandarin Medical Terminology elective classes in the Spring quarter of each year. Open to students from all four schools …