ItemExploring the Landscape of Research Practices at the Bloomberg School of Public Health Faculty, Johns Hopkins University(Welch Medical Library, Johns Hopkins University, 2017-09) Woodson, Sue M.; Blanck, Jaime; Twose, Claire ItemPersistence of clinical questions across shifts on an intensive care unit: an observational pilot study(Medical Library Association, 2014-07) Anton, Blair; Woodson, Sue M.; Twose, Claire; Roderer, Nancy K.How do clinical questions emerge and move toward resolution in the intensive care setting over the course of 24 hours? In a 20-bed surgical intensive care unit in a large, tertiary-care teaching hospital, informationists shadowed clinicians for 2 48-hour periods to record questions, noting when they were asked and whether they were answered. Thirty-eight percent of 112 recorded questions remained unanswered. Some unanswered questions persisted across shifts, and clinicians' information-seeking behaviors changed over time. Clinical information services can be improved and integrated more fully into clinical workflows based on a fuller understanding of the life cycle of clinical inquiry. ItemBringing evidence to practice: a team approach to teaching skills(Allen Press, 2008-01) Oliver, Kathleen Burr; Dalrymple, Prudence; Lehmann, Harold P.; McClellan, Deborah Ann; Robinson, Karen A.; Twose, ClaireObjective: The objectives were (1) to develop an academic, graduate-level course designed for information professionals seeking to bring evidence to clinical medicine and public health practice and to address, in the course approach, the ‘‘real-world’’ time constraints of these domains and (2) to further specify and realize identified elements of the ‘‘informationist’’ concept. Setting: The course took place at the Division of Health Sciences Informatics, School of Medicine, Johns Hopkins University. Participants: A multidisciplinary faculty, selected for their expertise in the course core competencies, and three students, two post-graduate National Library of Medicine (NLM) informationist fellows and one NLM second-year associate, participated in the research. Intervention: A 1.5-credit, graduate-level course, ‘‘Informationist Seminar: Bringing the Evidence to Practice,’’ was offered in October to December 2006. In this team-taught course, a series of lectures by course faculty and panel discussions involving outside experts were combined with in-class discussion, homework exercises, and a major project that involved choosing and answering, in both oral and written form, a real-world question based on a case scenario in clinical or public health practice. Conclusion: This course represents an approach that could be replicated in other academic health centers with similar pools of expertise. Ongoing journal clubs that reiterate the question-and-answer process with new questions derived from clinical and public health practice and incorporate peer review and faculty mentoring would reinforce the skills acquired in the seminar.