NHS/HE Partnership in SheffieldAlison Little

May 2010

Session overview

To outline the library services we deliver from the University of Sheffield to the NHS in Sheffield.

To consider the issues raised when working with this model of library provision.

To explain the benefits and mutual advantages.

To consider how working with HE customers of today can help us to understand the potential needs of NHS customers of tomorrow.

Who?

Sheffield Teaching Hospitals NHS Foundation Trust

Northern General Hospital (acute adult c1,100 beds)

Royal Hallamshire Hospital (acute adult c850 beds)

Jessop Wing (obstetrics/gynaecology/neonatology)

Weston Park Hospital (specialist cancer centre)

Charles Clifford Dental Hospital (specialist dental services)

Sheffield Teaching Hospitals .. the agreement

Commissioned by the Trust to provide library services to all staff groups and in support of education, research, clinical and management decision making.

Longstanding agreement which results in a significant financial contribution to the Library’s costs.

Service agreement recently put in place to take the service into the future.

Potential user base = over 13,000 staff

HSL represents around 20% of the University of Sheffield Library

STH user base = almost 2,900 users currently using the physical library service This represents almost 50% of “HSL users”

But is that all? Total user base = c3,800 (57%)

What services?

Access to collections and facilities (around 1,000 entries to RHH each month)

Access to staff

Stock

Loans (20,000 per year) and document supply

Orientation and information literacy

Enquiry and reference services

Clinical outreach service

Who’s involved?

Drawbacks

Things were much simpler

in the days of print!

Dual access – two completely separate access arrangements

Access to materials, to buildings, to networks

Customers’ understanding of arrangements

Library staff understanding of arrangements

Management structure,

governance and feedback

Benefits

Staff skills - shared

Staff/service availability - shared

Materials – shared

Physical space – shared

Seeing the transition

What we learn

2 examples:

Methods of teaching

Methods of communicating

Teaching

Problem based learningUses practical problems to stimulate learning

Is a type of inquiry based learning

Requires the skills of information literacy

Inquiry based learning and information literacy “we identify ‘higher order’ information literacy capabilities,

including critical evaluation, synthesis and communication of information, in addition to knowledge of relevant information resources and skills in information searching, as essential for effective IBL”

CILASS http://www.sheffield.ac.uk/cilass/ibl.html

Inquiry based learning: an example

1st year MB/ChB – 2nd assessment: Pharmacology

Students are not taught any aspect of pharmacology through traditional methods.

X

Inquiry based learning: an example

1st year MB/ChB – 2nd assessment: pharmacology50 minute lecture

Guidance on presentation and assessment

Brief overview of EBP, the hierarchy of evidence and introduction to resources

Workshops2 months later ….

Oral presentations in groups

Inquiry based learning: an example

1st year MB/ChB – 2nd assessment: pharmacology: formatWorkshop

Groups of 8; each person takes a drug advert

Work up a PICO analysis

Find background information in etextbooks, ref books

Search Cochrane and Medline

X

Inquiry based learning: an example

1st year MB/ChB – 2nd assessment: pharmacology: formatAssessment

Oral presentation to group (8) and 1 assessor

Oral peer feedback at the session

Written assessor feedback following the session

Students have a responsibility to each other

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Inquiry based learning: what does it mean?

Information rich?

“Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information?”

T.S. Eliot

How can we foster clinicians to be wise knowledgeable and informed?

Eliot, T.S. “The Chorus of Rocks.” Collected Poems, 1909-1962. London:Faber, 1974

Inquiry based learning: what does it mean?

Will learning in this way bring clinicians who are more engaged with patient empowerment and have more questioning minds?

Does it simply mean that we, as NHS Librarians, need to continue the trend?

Does it make no difference to us?

Inquiry based learning: what does it mean?

Actually …….

Are we doing it anyway?

Inquiry based learning: in a sense?

Do you carry out 1-1 sessions to look at a customer’s topic?

Do you encourage customers to bring their own search topic to your training sessions?

Do you encourage discussion and group working at your training sessions?

Is it an irony to teach information skills to help people respond to problems using non IBL/PBL techniques?

Where have we come from?

Edwin Smith Surgical Papyrus (c. 1550 BCE). Case 25. Instruction for a dislocation of his mandible.

With thanks to the James Lind Librarywww.jameslindlibrary.org

Where have we come from?

Translation of Edwin Smith Surgical Papyrus (c. 1550 BCE).

“If you examine a man having a dislocation [wenekh] in his mandible [aret] and you find his mouth open and his mouth does not close for him, you then place your finger[s] [? thumb] on the back of the two rami of the mandible inside his mouth, your two claws [groups of fingers] under his chin, you cause them [i.e. the two mandibles] to fall so they lie in their [correct] place! Thou shalt then say, concerning him, one suffering from a dislocation of his two mandibles, an ailment which I will treat. You should then bind it with imru and honey every day until he recovers.”

With thanks to the James Lind Librarywww.jameslindlibrary.org

And here we are now ….

Is this evidence based?

20 years ago … and it took 20 years!!

The case of the prenatal steroids

Is this evidence based? 1960s

Graham Liggins tests the effects of steroids on pregnancy (in sheep)

Twin lambs delivered early: infused lamb lungs stable, other lamb lungs solid

1970s Simple RCT to test the effects of a single injection of steroids in

mothers undergoing premature labour. Result – this had a positive effect.

Paper rejected by the Lancet New treatment rejected by the RCOG Work not completely ignored; similar studies and a large trial

undertaken – some of it damaging Archie Cochrane criticises the profession for not producing overall

summaries of research

The case of the prenatal steroids

1990s Systematic review on prenatal steroids is conducted; clear

positive results (1998, Oxford database of perinatal trials) The Cochrane Collaboration is established to produce

systematic reviews The meta analysis from the prenatal steroids study becomes

the Cochrane logo RCOG propose 21 clinical guidelines; number 2 = prenatal

steroids The evidence is there; clinical practice changes, almost

overnight

Over to you ….. Did you become unstuck?

No evidence (uncertainty) ? Overwhelming evidence (information rich) ? No clue where to look (knowledge poor) ? No idea but one of the above?

Did you have a Eureka moment?

Share your thoughts with a partner

Communicating

CLEX Report: Higher education in a web 2.0 world

Digital natives; digital world

Web 2.0 technology use pervasive from age 11-15 upwards

Developing a new sense of community and space

Information literacy recognised as an important deficit

Report of an Independent Committee of Inquiry into the impact on higher education of students’ widespread use of web 2.0 technologies. March 2009

The CLEX report

Important implications for teaching and learning

X √

The CLEX report

Brings out issues about ways of communicating

X √

Communication

Who uses web 2.0 technologies to communicate with customers?

How is it taking off?

Not so good? …..

But, what about in the future?

X √

Or even ……

X ?And …………..

? √

Thankyou

Questions???

a.little@sheffield.ac.ukhttp://www.shef.ac.uk/library/libstaff/little.html

http://www.shef.ac.uk/library/services/nhsstaff.html

http://twitter.com/sthlibrarian