“Library-On-The-Go”: Utilizing Technology to Provide Educational Programming

The Sladen Library at the Henry Ford Health System (HFHS) receives numerous requests for training on PubMed and other electronic resources. These requests are driven by the emphasis on evidence-based medicine (EBM), the Accreditation Council for Graduate Medical Education General competencies (specifically for practice-based learning and improvement) [1], and health care professionals' growing awareness of the need to improve their effectiveness in information retrieval. Though educating patrons in the effective use of information resources is one of the Sladen Library's key functions and goals, training was impeded by a lack of space and the time constraints many health care professionals felt.

To mitigate these barriers, the library developed the “Library-On-The-Go” project, funded in part by the National Library of Medicine (contract no. NO1-LM-6-3503) and Friends of the Sladen Library and Lam Archives, to provide training using a mobile cart equipped with laptops and other technology. The project plan was divided into four phases: (1) identifying and purchasing equipment, (2) developing marketing strategies for the “Library-On-The-Go” service, (3) providing training, and (4) performing formative evaluation. This paper describes these elements.

Phase 1: Equipment

In phase 1, focus was placed on determining the type of equipment that would enhance instruction and provide the greatest flexibility for both trainers and participants. Upon investigation into various types of media, the team determined that purchasing one tablet computer (for the instructor) offered flexibility and the opportunity to become familiar with a technology that could be used in a multitude of ways in the future. In the near future, the HFHS will deploy its new electronic medical record, for which the tablet computer will be the preferred method of data entry. The library's proactive stance in utilizing this technology prior to system-wide deployment could result in additional training opportunities and reflect positively on the library's value and centrality to the organization.

As prior requests for instruction on databases such as PubMed and CINAHL necessitated online access, incorporating wireless access (via acquisition of a wireless hub) in the technology plan was an essential component of phase 1. Rather than purchase tablet computers for all participants, the team determined that providing ten wireless-enabled laptops would meet users' needs. From the instructor's vantage point, laptops were the preferred choice to employ due to their flexibility, portability, and relative low cost (compared to that of tablet computers). To ensure the mobile computer lab was easy to transport in the HFHS hospital, a storage cart was purchased along with security cables and locks to ensure the safety of all equipment. In addition, to guarantee that all laptops remained charged and ready for deployment when needed, the selected storage cart (Steel Mobile Cart by Safco) had ports available to charge all laptops simultaneously. In addition, the laptops and instructor machine included software packages such as Microsoft Word, Microsoft PowerPoint, and EndNote X.

Phase 2: Marketing

The team utilized HFHS' internal marketing division, Media Resources, to assist with creating marketing strategies for the “Library-On-The-Go” service, including a logo, flyer (Figure 1 online), and a training brochure. Development of a logo was central to publicizing the new service as it would generate interest among patrons and provide a mechanism by which the service could be identified. The team considered several library-themed ideas and factored (1) ease of creation and whether the necessary tools were available to develop the logo; (2) length of time it would take to create the logo; (3) amount of physical space the logo would consume on promotional items such as a pens, bookmarks, or writing pads; and (4) ability to capture users' attention with the final logo design. The logo contains the title of the service in the library's screensaver, which has a subtle background of an open book. The logo communicates the name of the library, contact information, and the name of the new service along with a brief description of the service.

Keeping the concept of multiple marketing strategies in mind [2], once the logo was developed and the flyer and training brochure were created, the library began to market the new service to department chairs, program directors, and the nursing development office through several means, including traditional print methods (pamphlets, newsletters, posters, and brochures); the institutional newsletter; communication at HFHS departmental meetings; and posters in high traffic areas to promote visibility.

Phase 3: Training

Rather than conducting a formal training needs assessment, the team used data from training requests and evaluations collected from sixty-three respondents between January and June 2007 to determine training session content, importance of integrating hands-on training, inclusion of hands-on activities, and desired length and time for a given training session (Table 1 online).

Informed by these previous evaluations, the library was able to utilize topic suggestions to include in the formulation of future course offerings using the “Library-On-The-Go” service. In addition, because the length of time was deemed appropriate by the majority of participants and hands-on instruction was seen both as helpful and as a main strength to participants, the “Library-On-The-Go” service would provide training sessions that were a minimum of one-hour in length to allow hands-on activities and demonstration.

Targeted toward HFHS medical staff, researchers, residents, nurses, and other health care providers, “Library-On-The-Go” training sessions typically cover PubMed, EndNote, Microsoft PowerPoint, and other library resources such as Ovid MEDLINE, as requested. Three librarians and the library director are available to train users, and users can schedule training through contacting the library via telephone, email, or training request form. Materials used for instructional sessions have been adapted from preexisting instruction modules developed by key library personnel.

All instructional materials follow the same format by including a class outline that clearly lists the objective of the class, key learning objectives, a step-by-step guide that can be used (either simultaneously or at home) to complete the learning objectives covered for each resource, and additional handouts, such as PowerPoint slides or articles of interest for particular resources. Figure 2 (online) includes an example of training material content.

Due to the emphasis on hands-on instruction, all training sessions using the “Library-On-The-Go” service are formulated to harness interactivity, discussion, and ample time for practice. A typical training session lasts from one to two hours, depending on users' needs; however; at least fifteen minutes is allocated for all offered sessions to allow participants the opportunity to ask questions, reflect on material covered, communicate with colleagues, and offer suggestions pertaining to program improvement.

The team also limits “Library-On-The-Go” training to a maximum of ten participants in each instruction session to allow for greater one-on-one time with the instructor and to promote open communication. Since the implementation of the Library-on-the-Go service in June 2007, over sixty training sessions have been provided to eighty-two staff.

Phase 4: Formative Evaluation

To efficiently evaluate the “Library-On-The-Go” service, formative evaluation was conducted throughout the analysis, design, development, and implementation phases via informal communication with department coordinators and session participants and formal training evaluations, providing the opportunity to identify areas of improvement at the various stages of development. Input gleaned from these methods helped refine instructional content and methods of delivery and assisted in determining which instructional aids to utilize. In particular, some changes included: (1) offering additional educational programming using “Library-On-The-Go,” (2) identifying ways in which hands-on activities could be improved for particular instructional sessions, (3) incorporating participants' ideas for marketing the new service, (4) adjusting the length of time for particular instructional sessions, and (5) adjusting the course material to meet the needs of the users.

In addition, upon completion of each instructional session, a survey (Appendix online) was distributed to participants to determine the effectiveness of the new service. Between July and December 2007, 82 surveys were administered and 52 responses were received. Results indicated that 94.2% (n = 49) of respondents would recommend the “Library-On-The-Go” service to their colleagues, 82.7% (n = 43) found hands-on instruction to be very important for instruction purposes, and 80.8% (n = 42) indicated that having hands-on instruction made it easier to follow the material being covered (Table 2). Comments provided by participants regarding other topics in which the library could participate included: (1) advanced PubMed searching, (2) basic and advanced techniques using PowerPoint, (3) searching for evidence-based information, and (4) an orientation to the library website.

Table 2.

Assessment of the “Library-On-The-Go” service (n = 52 respondents)^*

Future Work

Currently, the library is promoting the utilization of specific features in PubMed—such as PubMed LinkOut, Loansome Doc, and My NCBI—using the “Library-On-The-Go” service. In addition, because Sladen Library is also involved in the hospital's information literacy initiative, the second part of the “Library-On-The-Go” project will expand its focus to provide training on MedlinePlus and other consumer health resources to health care consumers.

Conclusion

Utilizing mobile technology has allowed Sladen Library to expand its educational services. While several studies exist pertaining to the use of technology (specifically, personal digital assistants) for training in the health care field [3–6], studies on the use of portable wireless computer stations or labs for instruction purposes are limited. Watson et al. discussed a successful outreach initiative that was developed for public health workers in north Louisiana through which hands-on training in locating web-based health information was provided via a wireless computer lab [7]. Using a similar approach, the “Library-On-The-Go” service was developed to enable the delivery of educational programs directly to HFHS patrons at the time of need.

For Sladen Library, training was limited due to space and time constraints. “Library-On-The-Go” is a means of taking the library out of its traditional walls and expanding its impact and value. The service has raised the library's visibility, has promoted various resources, and supports the hospital's education and patient care missions.

Implementing “Library-On-The-Go” has brought information directly to users in a manner that is both convenient and effective. Instead of approaching users from the vantage point of “come to the library for assistance,” the focus has been changed to “bringing the library to users, where and when needed.” Addressing this need has allowed staff to build relationships with key stakeholders in the organization.

Identifying and addressing users' needs is essential if the aim is to provide the best service possible [8]. For Sladen Library, one way in which the library is able to provide improved service is to provide on-demand delivery of instruction. Programs such as “Library-On-The-Go” can enhance a library's visibility and exhibit a library's value in an organization, underscoring the importance of generating innovative ideas to address the needs of libraries' diverse clientele.