Questions of Well-Being and Inclusion in Online Undergraduate Medical Education During COVID-19: A 2-Phased Focused Scoping Review.

PURPOSE: Undergraduate medical education (UGME) was transformed by the rapid move to online curriculum delivery during the COVID-19 pandemic. Most research on online UGME has focused on measuring its effectiveness. However, medical educators also require evidence regarding its implications with respect to well-being and inclusion. METHOD: To explore online learning transition, particularly the effect on well-being and inclusion, this 2-phased focused scoping review employed a revised Joanna Briggs Institute approach: (1) developing review questions and objectives; (2) determining eligibility criteria; (3) developing the search strategy; (4) extracting, analyzing, and discussing findings; (5) drawing conclusions; and (6) discussing implications for practice and further research. RESULTS: The review ultimately included 217 articles, of which 107 (49%) explored student and staff well-being during online UGME, 64 (30%) focused on inclusion in this context, and 46 (21%) examined both well-being and inclusion. Additionally, 137 of included articles (63%) were research/evaluation, 48 (22%) were descriptive, and 32 (15%) were opinion. Of the 137 research/evaluation studies, 115 (84%) were quantitative, 10 (7%) were qualitative, 8 (6%) were mixed methods, and 4 (3%) were Reviews. Among these research/evaluation studies, the most commonly used data collection method was surveys (n = 120), followed by academic tests (n = 14). Other methods included interviews (n = 6), focus groups (n = 4), written reflections (n = 3), user data (n = 1), and blood tests (n = 1). CONCLUSIONS: Important questions remain regarding the safety and inclusiveness of online learning spaces and approaches, particularly for members of historically excluded groups and learners in low-resource settings. More rigorous, theoretically informed research in online medical education is required to better understand the social implications of online medical education, including more in-depth, qualitative investigations about well-being and inclusion and more strategies for ensuring online spaces are safe, inclusive, and supportive.

Mapping the health science librarianship research field in 2012-2022.

Introduction: Evidence-based practice is an important aspect of health science librarianship. However, good evidence-based practice can only occur if the body of evidence is also of adequate quality. By using bibliometric techniques to map the health science librarianship research field, one can better understand the properties of the evidence base in health science librarianship. Methods: The Library Literature & Information Science Full Text database was used to generate a bibliography of publications pertaining to health librarianship limited to the time span of 2012-2022. Using Excel and Microsoft Power BI, a descriptive analysis was conducted. VosViewer was used to create a subject term co-occurrence map. Results: The average number of publications per year is 207.3 and it was trending downwards for 2012-2022. The most frequently assigned subject term was "survey". The average number of authors per paper is 2.5 and was trending upwards. The subject term co-occurrence map identified 5 clusters of keywords, which were interpreted as major themes found in the body of literature. Discussion: The 5 keyword clusters were interpreted as major themes found in the body of literature. The identified themes were professional development, measuring the value output of librarian services, measuring the return on investment of library resources, improving the quality of LIS research, and outreach to other library and healthcare institutions. This depicts the health science librarianship research landscape as one of collaboration, concerned with finding ways of demonstrating value, and connecting with other types of libraries and the public.