Librarian instruction-delivery modality preferences for professional continuing education

Lynn, Valerie; Bose, Arpita; Boehmer, Susan J.

doi:10.3163/1536-5050.98.1.017

Cited by 14 publications

(10 citation statements)

References 16 publications

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“…These same barriers were identified in a study that focused on rural and small libraries, including budget cuts as a factor [10]. Another study focused on delivery preference of professional development classes and how to overcome barriers related to cost by promoting online synchronous and asynchronous classes [9]. Barriers to professional development related to training and institutional support [11] can be overcome by building a culture of support and increasing the availability of low-cost continuing education sessions [14].…”

Section: Discussionmentioning

confidence: 98%

“…A considerable volume of literature speaks to barriers that librarians face in meeting competencies set by professional organizations through continuing education opportunities. Identified barriers include the cost of attending face-to-face professional programs, travel distance, lack of time and staffing, and budget cuts [9,10]. Also, health sciences librarians engaging in research face barriers such as lack of training and research skills, lack of institutional support, and personal time commitment [11].…”

Section: Introductionmentioning

confidence: 99%

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Health sciences librarian competency perceptions: a survey of national community college librarians

McCarthy

2021

jmla

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Objective: The primary objective of this study was to determine how community college health sciences librarians perceive their proficiencies in the essential skills, knowledge, and abilities necessary for the practice of a health information professional as defined by the Medical Library Association (MLA) Competencies for Lifelong Learning and Professional Success. A secondary objective was to determine their current level of engagement with the professional community and identify barriers to further professional development.Methods: A survey was posted to various email discussion lists, and volunteer follow-up interviews were conducted.Results: The survey was completed by seventy-five community college health sciences librarians, and seven follow-up interviews were performed. Survey results indicated that community college health sciences librarians perceived themselves as having intermediate or advanced intermediate proficiency in the six MLA competencies. Survey and interview results indicated that community college health sciences librarians were engaged with the profession and faced the same barriers to continued professional development and continued education as other academic librarians.Conclusion: The results affirm that community college librarians who are responsible for collections and services in the health sciences meet the MLA competencies, which fills a gap in the literature regarding how these librarians develop professional competencies and are involved in professional associations. The results suggest that community college librarians can improve their skill levels by continuing their education and following trends in the literature.

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Health sciences librarian competency perceptions: a survey of national community college librarians

McCarthy

2021

jmla

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“…Individualised development programmes were developed to address gaps. Other studies have discussed training needs analyses and programmes 23,82,89–91 . Regarding library school training, researchers have investigated the success or otherwise of transitioning from generalist studies to a specialist role 82,92–94 .…”

Section: Discussionmentioning

confidence: 99%

“…Other studies have discussed training needs analyses and programmes. 23,82,[89][90][91] Regarding library school training, researchers have investigated the success or otherwise of transitioning from generalist studies to a specialist role. 82,[92][93][94] Others have explored whether formal education in a health-related discipline was an indicator of successful expert searching.…”

Section: Lack Of Standards and Guidelinesmentioning

confidence: 99%

Expert searching in health librarianship: a literature review to identify international issues and Australian concerns

Lasserre

2012

Health Info Libraries J

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Background: The traditional role of health librarians as expert searchers is under challenge. Objectives: The purpose of this review is to establish health librarians' views, practices and educational processes on expert searching. Methods: The search strategy was developed in LISTA and then customised for ten other databases: ALISA, PubMed, Embase, Scopus, Web of Science, CINAHL, ERIC, PsycINFO, Cochrane Library and Google Scholar. The search terms were (expert search* OR expert retriev* OR mediated search* OR information retriev*) AND librar*. The searches, completed in December 2010 and repeated in May 2011, were limited to English language publications from 2000 to 2011 (unless seminal works). Results: Expert searching remains a key role for health librarians, especially for those supporting systematic reviews or employed as clinical librarians answering clinical questions. Conclusions: Although clients tend to be satisfied with searches carried out for them, improvements are required to effectively position the profession. Evidence-based guidelines, adherence to transparent standards, review of entry-level education requirements and a commitment to accredited, rigorous, ongoing professional development will ensure best practice.

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“…No previous study was found that asked accountants why they selected the modalities and courses for their CPD; although one UK study did ask why they did not select courses (Paisey, Paisey, & Tarbert, 2007). Selection factors for courses and modalities in this study started with the six suggested in a study of professional librarians (Lynn, Bose, & Boehmer, 2010) and added content (what the course was about) as a factor as suggested by the authors of that study.…”

Section: Modality Selection and Influential Factorsmentioning

confidence: 99%

Deciding what kind of course to take: Factors that influence modality selection in accounting continuing professional development

Ross

Anderson

2013

Knowledge Management &Amp; E-Learning: An International Journal

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This study used a cross sectional sample created by self-selection from a researchers' email invitation to accountants in Canada to determine which modalities accountants preferred when selecting Continuing Professional Development (CPD), and the selection factors they used in making those choices. The survey contacted 32,000 accountants in Canada and a total of 428 accountants from across Canada completed the online survey. Live seminars and live webinars were the highest ranked and accountants preferred synchronous over asynchronous courses. The factors most important to accountants are content, cost and CPD hour requirements. The ranking of selection factors for synchronous courses in general did not differ from those for asynchronous courses with the exception of self-paced courses where the selection factors of “pace” and “time away from work” were ranked higher than for other courses. The results of the study indicate a continuing need for providers to ensure that courses are relevant and accessible to accountants. Further research is suggested into the differences noted between genders as well as other categorical differences. Work-life balance was a recurring theme that should also be explored further. Pedagogical use in the design of modalities is a further avenue for future research.

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Librarian instruction-delivery modality preferences for professional continuing education

Cited by 14 publications

References 16 publications

Health sciences librarian competency perceptions: a survey of national community college librarians

Health sciences librarian competency perceptions: a survey of national community college librarians

Expert searching in health librarianship: a literature review to identify international issues and Australian concerns

Deciding what kind of course to take: Factors that influence modality selection in accounting continuing professional development

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