ABSTRACT
Diet plays a critical role for patients across the cancer continuum. The World Cancer Research Fund International and the American Cancer Society have published evidence supporting the role of nutrition in cancer prevention. We conducted an analysis of the literature on dietary nutrients and cancer to uncover opportunities for future research. The objective of the bibliometric analysis was to describe trends in peer-reviewed publications on dietary components and cancer and to highlight research gaps. PubMed was queried for manuscripts with diet- and cancer-related keywords and Medical Subject Headings (MeSH) terms. Metadata covering 99,784 publications from 6469 journals were analyzed to identify trends since 1970 on diet topics across 19 tumor types. Publications focused largely on breast, colorectal, and liver cancer, with fewer papers linking diet with other cancers such as brain, gallbladder, or ovarian. With respect to "unhealthy" diets, many publications focused on high-fat diets and alcohol consumption. The largest numbers of publications related to "healthy" diets examined the Mediterranean diet and the consumption of fruits and vegetables. These findings highlight the need for additional research focused on under-investigated cancers and dietary components, as well as dietary studies during cancer therapy and post-therapy, which may help to prolong survivorship.
ABSTRACT
OBJECTIVE: This research identified the presence of information skill and behaviors components of information literacy in curricular competencies to inform a medical sciences library's instructional schema for five different professional programs at Texas A&M University: College of Medicine, College of Nursing, College of Veterinary Medicine and Biomedical Sciences, Irma Lerma Rangel College of Pharmacy, and School of Public Health. METHODS: Curricular competency documents were collected from each program and reviewed. Coding categories were identified from the curricular competencies of professional health curricula using data-driven qualitative coding. To guide the identification and coding of competency categories, we developed a seven-category rubric from the coding categories. Three researchers used this rubric to independently code the categories of all of the included professional health curricular competencies. An additional researcher used a revised version of the rubric to identify action verbs in each competency. RESULTS: Competencies for four of the five professional health curricula explicitly stated information skills and behaviors. Each of the five curricula included several competencies that depended on information-specific skills and behaviors. The most common verb used to describe implicit or explicit competencies was "evaluate." CONCLUSIONS: The representation of information skills and behaviors aligns with the drive behind the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education. Both underpin the importance of evidence-based medicine methodology.
Subject(s)
Curriculum , Health Occupations , Information Literacy , Professional Competence/standards , HumansABSTRACT
Critically appraised topics (CATs) are evidence syntheses that provide veterinary professionals with information to rapidly address clinical questions and support the practice of evidence-based veterinary medicine (EBVM). They also have an important role to play in both undergraduate and post-registration education of veterinary professionals, in research and knowledge gap identification, literature scoping, preparing research grants and informing policy. CATs are not without limitations, the primary one relating to the rapid approach used which may lead to selection bias or restrict information identified or retrieved. Furthermore, the narrow focus of CATs may limit applicability of the evidence findings beyond a specific clinical scenario, and infrequently updated CATs may become redundant. Despite these limitations, CATs are fundamental to EBVM in the veterinary profession. Using the example of a dog with osteoarthritis, the five steps involved in creating and applying a CAT to clinical practice are outlined, with an emphasis on clinical relevance and practicalities. Finally, potential future developments for CATs and their role in EBVM, and the education of veterinary professionals are discussed. This review is focused on critically appraised topics (CATs) as a form of evidence synthesis in veterinary medicine. It aims to be a primary guide for veterinarians, from students to clinicians, and for veterinary nurses and technicians (hereafter collectively called veterinary professionals). Additionally, this review provides further information for those with some experience of CATs who would like to better understand the historic context and process, including further detail on more advanced concepts. This more detailed information will appear in pop-out boxes with a double-lined surround to distinguish it from the information core to producing and interpreting CATs, and from the boxes with a single line surround which contain additional resources relevant to the different parts of the review.
ABSTRACT
OBJECTIVES: This study defined core and essential lists of recent, English-language veterinary medicine books using a data-driven methodology for potential use by a broad audience, including libraries that are building collections supporting veterinary sciences and One Health initiatives. METHODS: Book titles were collected from monograph citation databases, veterinary examination reading lists, veterinary college textbook and library reserve lists, and published bibliographies. These lists were combined into a single list with titles ranked by the number of occurrences. RESULTS: The methodology produced a core list of 122 monographs and an essential list of 33 titles. All titles are recent, edition neutral, English language monographs. One title is out of print. CONCLUSIONS: The methodology captured qualitative and quantitative input from four distinct populations who use veterinary monographs: veterinary practitioners, educators, researchers, and librarians. Data were collected and compiled to determine core and essential lists that represented all groups. Unfortunately, data are not available for all subareas of veterinary medicine, resulting in uneven subject coverage. This methodology can be replicated and adapted for other subject areas.
