Researchers of driving and dementia have reported that drivers with early Alzheimer's disease (AD) may continue to drive for extended periods of time, as long as their driving is evaluated or monitored. The earliest symptoms of AD are known to include loss of recent memory and the inability to recognize familiar environments. In an exploratory study, we examined 207 reports of lost drivers with dementia over 10 yr reported by newspapers and media. Seventy AD drivers were not found, 32 drivers were found dead, and 116 drivers were found alive, although of those found alive, 35 people were found injured. Miles driven and days missing were also reported in some cases, in addition to cause of death (such as drowning or exposure to weather). Becoming lost may have serious consequences. Additional research is needed in this area to more clearly understand the consequences of becoming lost while driving.

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For over a decade, occupational therapists have been engaged in a shift to an evidence-based practice (EBP) model, necessitating a concurrent emphasis on EBP in occupational therapy (OT) education. An essential element of this education is the development of information-seeking behaviors: how to locate, access, evaluate, and utilize the best available evidence in the course of answering a clinical question [1]. Indeed, prior studies [2][3][4][5] have pointed to the need to incorporate instruction on information-seeking behaviors into the curricula of OT programs.Previous studies of occupational therapists' information-seeking behaviors have primarily focused on undergraduate degree programs [4,6]. Powell and Case-Smith recently provided the first examination of information-seeking behaviors in master of occupational therapy (MOT) graduates [7]. Further study of MOT graduates' information-seeking behavior is needed to inform decisions related to curriculum and instruction. PURPOSEIn 2003, Pacific University's School of Occupational Therapy began to implement a new curriculum emphasizing EBP principles and incorporating EBP across didactic and clinical work. In 2008, Pacific University Library faculty began a collaboration with school of occupational therapy faculty to integrate new information-seeking instruction into the revised MOT curriculum. As a result, library faculty currently provide one class session in each EBP course (one per year, for a total of three sessions by the time students graduate). Library instruction builds from course to course to reduce redundancy and to gradually introduce more complex strategies.The primary objective of this study is to provide an understanding of recent Pacific University MOT graduates' information-seeking behaviors to aid in planning the MOT EBP curriculum and related library instruction. In addition, by surveying graduates who have not experienced any of the current librarian-led EBP instruction, the results of the study can be used as a baseline for a later assessment of MOT graduates who have experienced the full librarian-led EBP progression.

Traditional views of librarianship, and of academic libraries, have focused on the library"s role as a collector of external resources for student and faculty use. As this role is increasingly challenged by the explosion of openly available online content, however, academic libraries must move beyond this limited perception of our utility and expand our role to become partners in a broader range of scholarly activities at our institutions. At Pacific University (Oregon), the University Library has developed a series of partnerships and services (many supported by our institutional repository platform) that extend the Library"s reach and that lend needed support to our faculty and students" scholarly pursuits. In taking on a much more active role in the creation, dissemination and preservation of internally produced scholarship, the Library has demonstrated its value to faculty and administrators and has opened the door to new partnerships which will not only strengthen the University, but also the Library"s place within it.

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