Introduction: Although requesting access to journal articles and books via colleagues and authors is a longestablished academic practice, websites and social media platforms have broadened the scope and visibility of academic literature sharing among researchers. On Twitter, the #icanhazpdf hashtag has emerged as a way for researchers to request and obtain journal articles quickly and efficiently. This study analyzes use of the #icanhazpdf hashtag as a means of obtaining health sciences literature. Methods: RowFeeder software was used to monitor and aggregate #icanhazpdf requests between 1 February and 30 April 2015. This software records data such as Twitter handle, tweet content, tweeter location, date, and time. Tweets were hand-coded for the journal subject area, the requestor's geographic location, and the requestor's occupational sector. Results: There were 302 requests for health sciences literature during the study period. Many requests were made by users affiliated with a post-secondary academic institution (45%, n 0136). Very few requests were made by users located in Canada (n 015). Conclusion: #icanhazpdf requests for health sciences literature account for a relatively small proportion of peer-to-peer article sharing activities when compared with other online platforms. Nevertheless, this study provides evidence that some faculty and students are choosing social media over the library as a means of obtaining health sciences literature. Examining peer-to-peer article sharing practices can provide insights into patron behaviour and expectations.

Objective: The objective of this scoping review is to examine and map literature related to primary care education in undergraduate nursing programs and to describe the attributes and extent of primary care education. Introduction: Primary care is a model of first-contact, continuous, comprehensive, and coordinated health care. Registered nurses are integral in successful collaborative team models of primary care. However, it is unclear how undergraduate nursing programs offer opportunities to learn about nursing practice within primary care settings. A better understanding of the attributes and extent of primary care education in undergraduate nursing programs will direct research, inform teaching–learning, and develop a stronger primary care nursing workforce. Inclusion criteria: This review will consider articles that include faculty/administrators, preceptors, or students of nursing programs that qualify graduates for entry-level registered nursing practice. Articles that report on undergraduate teaching–learning related to primary care will also be considered. Practical nursing, advanced practice, and post-licensure programs will be excluded. Teaching–learning related to settings other than primary care will also be excluded. Methods: The Framework of Effective Teaching–Learning in Clinical Education will be the organizing framework for this scoping review. A 3-step search strategy will be followed to identify published and unpublished literature. Articles published in English or French will be included. Data extracted from eligible articles will include details on the study design/method, participants, context, type of teaching–learning activity, attributes associated with dimensions of the teaching–learning environment, and relevant outcomes. The results will be reported in tabular and/or diagrammatic format, accompanied by a narrative summary. Review registration number: Open Science Framework: https://osf.io/cw5r3

Background: The World Health Organization recommends lactation support to enhance the rates of exclusive breastfeeding. Access to in person lactation support may be limited due to scarcity of resources (e.g., healthcare professionals) and geography. Advances in technology have allowed lactation supports to be offered virtually through information and communication technologies (i.e., telephone, internet, and social media). Research Aims: To (1) critically review and (2) statistically analyze the effectiveness of virtual lactation support for postpartum mothers’ exclusive breastfeeding for up to 6 months. Methods: A systematic review and meta-analysis were conducted using PRISMA guidelines. Studies were included if they were (a) randomized controlled trials, (b) with a virtual lactation support intervention during the postpartum period, (c) reported on exclusive breastfeeding outcomes. Two reviewers independently assessed the risk of bias and extracted data. The prevalence of exclusive breastfeeding in each group and the total number of participants randomized for each group were entered into random-effects meta-analyses to calculate a pooled relative risk (RR) at three different time points (1, 4, and 6 months). The sample size was 19 randomized control trials. Results: Of the 19 studies, 16 (84.2%) were included in the meta-analysis ( n = 5,254). Virtual lactation support was found to be effective at increasing exclusive breastfeeding at 1 month (RR, 1.21; 95% CI [1.09, 1.35]; p < .001) and 6 months (RR, 1.87; 95% CI [1.30, 2.68]; p < .001). Conclusion: In this meta-analysis of randomized controlled trials comparing virtual lactation support with other postnatal maternity care, virtual lactation support was associated with increasing exclusive breastfeeding rates at 1 month and 6 months postpartum. The study protocol was registered (CRD42021256433) with PROSPERO

IntroductionOverprescription of antibiotics poses a significant threat to healthcare globally as it contributes to the issue of antibiotic resistance. While antibiotics should be predominately prescribed for bacterial infections, they are often inappropriately given for uncomplicated upper respiratory tract infections (URTIs) and related conditions, such as the common cold. This study will involve a qualitative systematic review of physician-reported barriers to using evidence-based antibiotic prescription guidelines in primary care settings and synthesise the findings using a theoretical basis.Methods and analysisWe will conduct a systematic review of qualitative studies that assess physicians’ reported barriers to following evidence-based antibiotic prescription guidelines in primary care settings for URTIs. We plan to search the following databases with no date or language restrictions: MEDLINE, Web of Science, CINAHL, Embase, the Cochrane Library and PsycInfo. Qualitative studies that explore the barriers and enablers to following antibiotic prescription guidelines for URTIs for primary care physicians will be included. We will analyse our findings using the Theoretical Domains Framework (TDF), which is a theoretically designed resource based on numerous behaviour change theories grouped into 14 domains. Using the TDF approach, we will be able to identify the determinants of our behaviour of interest (ie, following antibiotic prescription guidelines for URTIs) and categorise them into the 14 TDF domains. This will provide the necessary information to develop future evidence-based interventions that will target the identified issues and apply the most effective behaviour change techniques to affect change. This protocol follows the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols guidelines.Ethics and disseminationEthical approval is not required. Findings will be published in a peer-reviewed journal and presented at conferences.