Objective: To determine if the library resources being utilized most frequently by medical residents correlate to the cost of the resource and the clinical value of the resource. To determine the quality of medical library services provided to residents. Methods: A survey analysis was conducted of 217 medical residents from the 2005/06 East Tennessee State University Quillen College of Medicine class in surgery, family medicine, internal medicine, obstetrics/gynecology, psychiatry, pediatrics, and pathology with a return rate of 48.4%. Quantitative analysis was performed with the SPSS (v. 14.0 for Windows) software program. The results were expressed in percents in graphical or tabular form. The data were analyzed using descriptive statistics (frequencies, mean, median, and mode), and inferential statistics (Mann-Whitney U test and chi-square test.) Results: The most frequently used resources by residents were Google, PubMed, UptoDate, and free web resources. The resources that were rated with the highest clinical value and rated by at least 25% of the respondents were online journals, InfoRetriever, MDConsult, and the Cochrane databases. When clinical value, frequency of use, and cost were combined, the highest ranking resources were Google, free web resources, PubMed, and Up-ToDate. Conclusions: As suspected, medical residents heavily use the web for information. Although online journals are expensive, residents highly rate their clinical value. Medical librarians need to frequently measure the resource use patterns of their different patron groups to plan for training and to make wise purchase decisions.

Objective: To describe the process of mentoring a new medical librarian from the perspective of both the mentor and the mentee. Methods: This program is a descriptive qualitative analysis detailing techniques used in the mentoring process. Techniques used by the mentor in the mentoring process were creating a library journal club and library grand rounds for mentee; creating opportunities for leadership in professional groups for mentee and opportunities for presentation at professional conferences for mentee, providing opportunities for skill development for mentee by exposure to the Famly Physicians Inquiry Network (FPIN) librarian process and clinical library responsibilities, and providing a highly personalistic and humanistic approach to developing the mentee by having an open door policy and engaging in frequent refl ection with the mentee. Results: Mentoring is a rewarding experience for both mentor and mentee. In this case study, the mentee’s career was enhanced by being published, leading professional library groups, developing expert searching skills, and greatly accelerating access to new knowledge within the fi rst year of the mentee’s professional career. Conclusion: The mentoring process is a necessity for the development of next generation librarians. Successful mentoring involves a high level of commitment by both the mentor and the mentee, therefore perhaps institutionalized mentoring programs do not often succeed because they lack this depth.

Objective: To determine if the types of questions asked at the morning reports conducted by two East Tennessee State University Quillen College of Medicine residency programs, family medicine and pediatrics, and to determine if the databases used by clinical librarians to answer the clinical questions give the Quillen College of Medicine Library (QCOML) insight for future database purchases and end-user training. Methods: A review of questions asked over a six-month period in two primary care morning reports was conducted. Each question was categorized according to the type of question (i.e., therapy, diagnosis, etiology, or prognosis) by two independent reviewers. A third reviewer was used to adjudicate differences in the two reviewers’ decisions. The search results from the morning report questions were also reviewed to see which databases were used to answer the clinical questions. Main Results: The percentage of question types was compared between the two programs during the time period of January 1, 2007–June 30, 2007. For every foreground question, the question was then classifi ed as therapy, diagnosis, harm, prognosis, or other. Each morning report then had their questions broken down into a percentage to show how many of each type of question was asked. The results of the questions were analyzed to see which databases were used in answering the questions. The residency programs were then compared to see if any differences existed between them. Conclusions: The analysis will serve as a gauge for the type of training needed or desired by the residents. The data show an overview of the questions asked that will further aid the QCOML librarians in determining databases and resources that will be most useful to the residency programs.

Objective: To determine what information training needs and behaviors medical residents have such as (1) information training provided by attending physicians, (2) formal evidence-based medicine (EBM) training programs, (3) information training provided by medical librarians, (4) preferred topics for information training, and (5) the desire to have a clinical librarian. Methods: A survey analysis was conducted of 217 medical residents from the 2005/06 class in surgery, family medicine, internal medicine, obstetrics/gynecology, psychiatry, pediatrics, and pathology on their training needs and behaviors with a return rate of 48.4%. Quantitative analysis was performed with the SPSS (v. 14.0 for Windows) software program. The results were expressed in percents in graphical or tabular form. The data were analyzed using descriptive statistics (frequencies, mean, median, and mode) and inferential statistics (Mann-Whitney U test and chi-square test.) Results: Sixty-one percent of residents indicated that they had received clinical information training from their attending physicians. Sixty-four percent of residents indicated they had formal EBM training in their program. Sixty-nine percent indicated they had received clinical information training from medical librarians. The top two training topics desired by residents were an overview of all available library resources and services and instruction on searching databases. Eighty-three percent of residents indicated that they would like a clinical medical librarian (CML) for their program. The Cramer’s V statistic indicated a moderately strong relationship between residency program and desire for a CML. Conclusions: The desire for instruction by residents from librarians is strong. Medical librarians must more aggressively seek to provide instructional opportunities for medical residents. Librarians must periodically survey residents as to the content, time, and place where this instruction takes place so that it might be best utilized by residents.

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