is the primary contact.
Traditionally, medical libraries have provided information resources and technology in support of educational, research, and patient care objectives. The complexity of translational science research and its multidisciplinary approach offer prime opportunities for many different types of libraries to create visionary library-based translational science programs. This class will provide medical libraries with an initial foundation to develop and/or supplement translational science programs for their institutions.
Topics to be discussed include an introduction to the concept of translational science and Clinical and Translational Science Awards (CTSAs), Team Science, a discussion of stakeholders for advancing translational science efforts, strategies for initiating collaborations with stakeholders, and a review of possible services and resources that can be implemented to establish a library-based translational science program. This course was evaluated at MLA '11 and scored an overall course grade of 3.63 on a 4.0 scale. The mean score for all evaluated courses taught at MLA ’11 was 3.63 on a 4.0 scale.
|Continuing Education Experience:
|CE Contact Hours:
||Health Sciences Environment and Information Policies, Health Sciences Information Services, Information Systems and Technology
||Consumer Health, Electronic Resources, Evidence Based Health Care, Expert Searching, Health Care Informatics, Management, Outreach/Advocacy, Reference Resources & Services, Subject Specific Resources
Face to Face
By attending this class, participants should be able to:
• Gain a basic understanding of translational science and its related concepts
• Understand different ways that translational science is happening at a wide range of institutions (CTSA
consortium institutions, public and private universities, hospitals, industry, and more)
• Develop and/or supplement library-based translational science programs (services and resources)
• Identify potential stakeholders for advancing library-based translational science programs in their
institutions (scientists, clinicians, administrators, community members, policy makers, among many others)
• Learn strategies for initiating collaborations with potential stakeholders
8:00-8:10 Class introduction and review of course objectives
8:10-8:40 Introduction to translational science and CTSAs; translational science and non-CTSA institutions
8:40-8:50 Discussion of stakeholders
8:50-9:10 Team Science: what is it and how does it work? Possible roles for the library.
9:10-9:30 Strategies for initiating collaborations with stakeholders
9:30-10:10 Examples of library-based translational science programs (services and resources)
10:25-11:00 Brainstorming session (group or individual); create a preliminary plan for developing a library-based translational science support program including identification of stakeholders, strategies for initiating a collaboration with stakeholders, relevant resources and services, and challenges
11:00-11:40 Presentation of proposed library-based translational science support program plan
11:40-11:55 Wrap-up discussion; final questions
Need for This Course:
Recent advancements in translational medicine offer an exceptional opportunity for medical libraries at all institutions to partner with their research and clinical communities. These opportunities include the development of visionary and non-traditional library-based programs designed to enhance efforts in the translational research environment. Fostering such programs and initiating collaborative efforts with research and clinical communities helps to bridge the gap between the bench, the bedside, and the community.
The instructional methods used include
Lecture, Slides, Discussion, Dialog, Brainstorming, and Sharing/Self-disclosure.
The class materials will be made available before the class via class website created using Google Sites. The class website will include a PowerPoint slide show, a glossary, a list of possible stakeholders, a list of translational science program services and resources examples, recommended readings, and related materials. The class website will be restricted to course registrants and will be updated after the class with posting of the digitized results from the brainstorming session.
Lecture space should be equipped with a visual projection system, one computer for the instructors to use which has access to the Internet, one flip-board with markers, four 4-color sets of large Post-it Meeting Notes (5” x 8”), 12-15 Sharpie (or similar) markers, and one portable microphone.
An anonymous web-based course evaluation via Survey Monkey will be emailed to all course registrants after the MLA conference.