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MLA 2024 Annual Meeting and JMLA Biennial Research Caucus Research Awards

Lindsay Blake, EdD, MLIS, AHIP Clinical Services Coordinator, UAMS Library, University of Arkansas for Medical Sciences, Little Rock, Arkansas, https://www.orcid.org/0000-0002-8234-8611, leblake@uams.edu.

Congratulations to the award-winning research papers and posters from MLA ’24 in Portland as well as the biennial 2022-2023 JMLA Research Paper winner!

The MLA Research Caucus is pleased to announce the winners for best research papers and posters presented at the MLA 2024 Portland annual meeting. Thank you to all the judges who volunteered their expertise to help select these deserving awardees both in the pre-judging phase and during the conference. To learn more about the awards and selection process, visit the Research Caucus website.

MLA 2024 Annual Meeting Contributed Paper Awards

1st Place – Expert-Recommended Tasks for Hospital Librarians During a Healthcare System Merger or Acquisition: An e-Delphi Consensus Statement.

Authors: Jaclyn Morales, Senior Librarian, Stacy Posillico, Senior Librarian, and Saori Wendy Herman, Assistant Dean of Library Services, Zucker School of Medicine at Hofstra Northwell.

2nd Place – This is How We Do It: Tenure & Promotion in Academic Health Sciences Libraries.

Author: Erin Reardon, Public Health Informationist, Emory University.

3rd Place – An Exploration of Basic/Life Science Information Professionals: Educational Background, Liaison Roles and Carnegie Classification.

Authors: Jeremy Kupsco, Research Informationist, Emory University, Laura Lipke, Health Science Librarian, Binghamton University, and Stephanie Schulte, Director, Health Sciences Library, Ohio State University.

MLA 2024 Annual Meeting Contributed Poster Awards

1st Place – Using Bibliometric Analytic Techniques to Measure the Scholarly Impact of a Health Professions Education Teaching Academy.

Authors: Sarah Cantrell, Associate Director, Beth Blackwood, Research & Education Librarian, Deborah Engle, Diana McNeill, and Kristin Dickerson, Duke University Medical Center Library & Archives.

2nd Place – Stronger together - Exploring Medical Students Experiences with ChatGPT.

Authors: Nadine Dexter, Director, and Emily Hannum, Library Technical Assistant III, Harriet F. Ginsburg Health Sciences Library, University of Central Florida College of Medicine.

3rd Place – An environmental scan of evidence synthesis projects published by Yale University and Yale New Haven Hospital authors: preliminary findings of scoping reviews.

Authors: Alyssa Grimshaw, Clinical Research and Education Librarian and Holly Grossetta Nardini, Associate Director, Harvey Cushing/John Hay Whitney Medical Library, Yale University.

JMLA Biennial Research Article Award

Kahili-Heede MK, Patil U, Hillgren KJ, Hishinuma E, Kasuya R. Library instruction and Wikipedia: investigating students' perceived information literacy, lifelong learning, and social responsibility through Wikipedia editing. J Med Libr Assoc. 2022 April; 110(2): 174–184. DOI: https://doi.org/10.5195/jmla.2022.1291.

Abstract

Objectives: This article presents a multiyear pilot study delineating practical challenges, solutions, and lessons learned from Wikipedia editing experiences with first-year medical students at the John A. Burns School of Medicine at the University of Hawai'i at Mānoa. The purpose of our project was to determine the feasibility and effectiveness of Wikipedia editing to improve information literacy and lifelong learning skills and to investigate aspects of social responsibility in first-year medical students.

Methods: Lessons were provided through a combination of in-person and online instruction via the WikiEdu learning management system (LMS). Students next selected a health-related Wikipedia article to edit. After the editing experience, structural completeness data were collected from the WikiEdu LMS. Feedback was collected via an anonymous retrospective pre-post survey to assess the students' attitudes toward their perceived information literacy skills and the social responsibility of improving Wikipedia articles. Nonparametric tests were conducted to compare pre versus post outcomes.

Results: Fifty-seven (79%) participants in the 2018 cohort and forty-nine (64%) participants in the 2019 cohort completed the retrospective pre-post survey. In both cohorts, respondents showed statistically significant increases (p<.05) in self-rating of all ten domains of information literacy and social responsibility after completing the program.

Conclusions: This study showed that medical students are competent editors of Wikipedia and that their contributions improve both the quality of the articles and their own perceived information literacy. Additionally, editing medicine-related articles provides an opportunity to build students' social responsibility by improving content on an open platform that reaches millions each day.

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