The rate of URL decay in health care management journals has diminished significantly over the past 13 years. Despite this, the degradation of URLs persists as a significant issue. Digital object identifiers (DOIs), web archiving, and potentially emulating the methodologies of health services policy research journals in securing sustained URL availability are crucial to promote continued usage of digital resources by authors, publishers, and librarians.

The study examined the documented participation of librarians in published systematic reviews and meta-analyses, where the registered protocols explicitly noted their contribution. To ascertain whether, and how, the involvement of librarians was formally documented, to describe the nature of their contributions, and to explore any potential links between this documentation and fundamental metrics of search reproducibility and quality was the intended aim.
A study of PROSPERO-registered reviews from 2017 and 2018, highlighting the presence of a librarian in their content, focused on detailing the librarian's involvement in the documentation. Information regarding the librarian's involvement in the project, coupled with specific details of the review, including the methodology of the search, was collected and organized.
In the course of the review process, 209 reviews were identified for analysis. Librarian co-authorship was observed in 28% of the reviewed works; 41% acknowledged a librarian in the acknowledgments, and 78% included a reference to a librarian's contribution within their review's content. selleck Nevertheless, the reviews sometimes alluded to a librarian, but the references often lacked specificity (simply 'a librarian'), and in 31% of all the examined reviews, no librarian was mentioned by name. No librarian was mentioned in 9% of the feedback provided. In the language describing the contributions of librarians, their involvement in creating search strategies was consistently highlighted. Librarian-coauthored reviews frequently highlight the librarian's active participation, focusing on their contributions, unlike reviews lacking librarian collaboration. Reproducible search strategies, relying on subject headings and keywords, were characteristic of most reviews, but some reviews suffered from deficient or missing search strategies.
Despite the protocol's explicit mention of librarian involvement, the contributions of librarians in the final published reviews were frequently understated, or absent, even within this collection of reviews. Librarians' work documentation, in its current form, evidently needs considerable upgrading.
Even in the reviews where protocol explicitly specified librarian involvement, the published account of the librarian's work was often minimal or nonexistent in this dataset. A considerable need for enhanced documentation of librarians' work appears to persist.

It is vital for librarians to develop a framework for ethical decision-making in the areas of data collection, visualization, and communication. selleck The availability of data ethics training for librarians is, unfortunately, uncommon. To counteract this information disparity, librarians at an academic medical center developed a pioneering data ethics curriculum trial, targeting librarians in both the United States and Canada.
A pilot curriculum, designed to address perceived data ethics training gaps, was developed by three data librarians in a health sciences library. The project's intellectual framework was solidified by one team member's advanced study in bioethics. Encompassing three modules, the class offered students an in-depth understanding of ethical frameworks, developed their capabilities in applying these frameworks to data-related challenges, and analyzed the unique challenges presented by data ethics in the library context. selleck To apply, participants from library schools and professional organizations were invited. Following each Zoom-based class session, 24 participants provided feedback via surveys, supplemented by a comprehensive focus group at the course's culmination.
Surveys and focus groups demonstrated a high level of student involvement and enthusiasm for data ethics issues. Students, moreover, expressed a desire for a more substantial time investment and diverse methods to effectively apply their new skills to their respective tasks. The participants made clear their desire to invest time in developing professional networks amongst their cohort and engage in a more thorough exploration of class content. Students additionally proposed the generation of practical outcomes, like a reflective paper or a concluding project, to demonstrate their thoughts. Student responses, in the end, expressed a significant interest in correlating ethical frameworks directly with the problems and situations encountered by librarians within their professional contexts.
Data ethics attracted a high degree of student interest and engagement, as confirmed by the results of surveys and focus groups. Students, moreover, articulated a yearning for amplified opportunities and methodologies to integrate their acquired knowledge into their practical endeavors. For the participants, a significant interest was found in prioritizing time for networking with other cohort members and for a more extensive examination of the course material topics. Moreover, multiple students proposed transforming their thoughts into concrete outcomes, such as a reflective paper or a final project. Student input, ultimately, indicated a significant interest in bridging ethical frameworks to the specific challenges and dilemmas librarians face in their work environments.

Student pharmacists, according to Doctor of Pharmacy educational accreditation standards, must possess the skills to assess scientific literature and critically apply that knowledge to accurately answer drug information queries. Student pharmacists frequently encounter challenges in recognizing and applying suitable resources for addressing medication-related inquiries. To fulfill the educational requirements, a pharmacy college hired a health sciences librarian to aid faculty and students.
The health sciences librarian, in partnership with faculty and students, meticulously examined the entirety of the Doctor of Pharmacy curriculum to determine and rectify any gaps in the appropriate utilization of drug resources. The student pharmacist orientation program, supplemented by first-year coursework and a two-semester evidence-based seminar, created opportunities for the health sciences librarian to work with students on utilizing library resources, instructing them on drug information resources, and evaluating the reliability of internet-based drug information.
The doctor of pharmacy curriculum can be improved through the intentional addition of a health sciences librarian, ultimately benefiting both faculty and students. Instruction in database utilization and support for faculty and student pharmacist research are examples of collaborative opportunities available throughout the curriculum.
The presence of a health sciences librarian in the doctor of pharmacy curriculum is a beneficial factor for the advancement of both faculty and students. Database utilization instruction and support for faculty and student pharmacist research activities are part of the curriculum's collaborative opportunities.

Publicly funded research outputs benefit from the global open science (OS) movement, which promotes research equity, reproducibility, and transparency. Although OS education is becoming more commonplace in educational institutions, the presence of health sciences librarians offering OS training is not widely seen. An OS curriculum was incorporated into an undergraduate professional practice course through the collaboration of a librarian, teaching faculty, and a research program coordinator, as documented in this paper, which further analyzes student perceptions of the OS.
An OS-specific curriculum was developed by a librarian for the undergraduate professional practice course in nutrition. Within the structure of 13-week undergraduate courses, this course falls under the First Year Research Experience (FYRE) program, exposing students to core research elements via a dedicated research project for first-year students. The OS curriculum integrated an introductory OS class, alongside a prerequisite that students share their research materials on the Open Science Framework, and a project requiring students' reflection on the practical experience of learning and applying operating systems. In the class of thirty students, twenty-one consented to thematic analysis of their reflection assignments.
Students found OS to be commendable due to its transparent processes, accountable actions, easily available research results, and heightened efficiency. The time required for the project, the worry about being anticipated by others, and the potential for the research to be wrongly understood were viewed as negative features. In a recent survey of students, a remarkable 90% (n=19) indicated that they plan to engage in future OS practice.
The impressive student engagement indicates that the OS curriculum's structure could be modified and employed in other undergraduate or graduate research environments.
The students' significant interaction during the course suggests that this OS curriculum can be applicable to other undergraduate and graduate programs where a research project is mandatory.

New research shows that transforming the popular entertainment experience of escape rooms into a dynamic educational tool can greatly improve the quality of the learning environment and create a more stimulating learning experience. Escape rooms are designed to promote teamwork, encourage analytical thought, and improve the effectiveness of problem-solving. Despite the growing acceptance of escape rooms within health sciences programs and academic libraries, there is a limited body of research on their application in health sciences libraries for health professions students.
Library instruction, tailored to various health professions students (optometry, pharmacy, and medicine), incorporated escape rooms in in-person, hybrid, and online settings; these utilized both team-based and individual approaches, and were developed through collaborative efforts with faculty and library staff.