Brief Communications The Role of an Educational Media Advisory slides and occasional moving pictures. The library has been limited in the acquisition of Committee in the Health Science Library* audiovisual materials by financial considerations and space limitations, and, to date, the library has been able to acquire only limited audiovisual materials such as the Audio Digest CARL W. TRYGSTAD, M.D., Chairman, series. It has recently acquired facilities for use Educational Media Advisory Committee of the Computer-Assisted Instruction Programs Los Angeles County Harbor General Hospital (CAI) using its MEDLINE terminal, housed in a Torrance, California room converted from two adjoining closets. Faced with a need to alleviate the informational lag between the availability of multimedia presentations and their utilization in AN Educational Media Advisory Committee educational programs, the Educational Media (EMAC) may provide answers to some of the Advisory Committee was formed. problems created by the current growth in the As multimedia presentations and teaching use of nonprint instructional media. This is devices have become more widely used in especially true in the health science library medical curricula, many faculty, either newly which does not have adequate funds for arrived or recently enlightened, have come to specialists in the areas of instructional design, the library requesting that a variety of audiomedia development, or media evaluation. It visual software be acquired. It was recognized may also answer some of the problems created that many of the requests were duplicates and by the present financial dilemmas faced by that, often, adequate hardware for proper most libraries. The purpose of this paper is to utilization of the material was not available describe the creation of EMAC-an attempt within the institution. It was also felt that there toward the solution of many of these common was no effective way of evaluating either the instructional content or specific applicability of problems. Los Angeles County Harbor General Hospital much of the currently available educational is a 700-bed acute hospital serving the southern media. In addition, other functions for the portion of Los Angeles County. The area served Educational Media Advisory Committee were has a population of approximately two million envisioned. Among them were a synergy of people. Harbor General Hospital is the major efforts toward better patient care resulting acute center for the Los Angeles County from patient education, and the partial fulfillCoastal Region, one of five health care delivery ment of PSRO standards by means of continuregions, and is affiliated with the UCLA schools ing medical education. The concept of EMAC of medicine and dentistry. The medical and may have usefulness in all the situations dental staff are all full-time faculty members at mentioned above for health science libraries of UCLA. Programs include provision for the all sizes. At Harbor General Hospital there is a Library training of medical students, interns, residents, Committee composed of faculty members, an and paramedical personnel. The teaching programs have been organized administration representative, and other interalong traditional methods, emphasizing bedside ested participants who advise and assist the teaching, small conferences, and the usual grand Librarian in the development of the Health rounds presentations. Media have been used in Science Library and its policies. The Library limited ways, such as the projection of lantern Committee recognizes its traditional role and does not feel that it has the expertise or time to * Send reprint requests to Eleanor Y. Goodchild, into the area of medical media. Thus, expand West Carson 1000 General Harbor Street, Hospital, was created as an advisory committee to EMAC Torrance, California 90509. BY ELEANOR Y. GOODCHILD, Director of Library Services
Bull. Med. Libr. Assoc. 63(2) Aprl 1975
223
BRIEF COMMUNICATIONS
the Library Committee. EMAC's designated function was to make recommendations in regard to all aspects of multimedia. It was immediately recognized that EMAC could best function utilizing current concepts in instructional development (1). OBJECTIVES The goal of EMAC was to develop a comprehensive method to evaluate media, make recommendations for the purchase of both software and hardware and to evaluate media effectiveness in the educational programs of the institution. In order to accomplish this, specific objectives were developed. The first objective was to ascertain what instructional media and equipment were available within the institution. To do this, surveys were taken of the individual medical and dental school departments, as well as the paramedical personnel and administrative groups, to find out what specifically was available. It was interesting to note that various media were already present but were not being widely utilized because most individuals were not aware of their presence. Also, there was a general tendency to sequester equipment and materials within departments to prevent loss or improper utilization. The concept of sharing equipment and software was not widely employed. We do not think this is an atypical attitude. The second objective of EMAC was to find out which media would have the widest applicability and who, within the institution, might be interested in using them within their program. This was done partially by surveying potential users and also by making available indexes of currently available software materials. In addition, EMAC arranged with local vendors to have an "Audiovisual Day" in the main auditorium for the display and demonstration of educational media in a variety of formats using several different types of programs. The response was gratifying and many faculty members became aware of the potential usage of media for their particular areas of instructional responsibility. The third objective of EMAC was to formulate a method of evaluation of software as it becomes available. In order to expedite this evaluation, the composition of EMAC has to be broad enough to encompass all those individuals who have either expertise or interest in '"A
the area of media or instructional development. The membership of EMAC included representatives from each of the major clinical departments, the hospital administration, nursing services, the Intern-Resident Society, the hospital training coordinator for paramedical programs, and those individuals who in most institutions would represent a medical illustration department. It was felt that by broad representation, problems of individuals being overburdened with evaluation could be reduced and also there would be sufficient expertise to evaluate the content of any media which were being evaluated for purchase, loan, or lease. It also established a mechanism whereby a member of a department could enlist his colleagues' opinions when their areas of expertise overlap. When AVLINE becomes available, EMAC will complement its recommendations by judging the suitability of the recommended material for specific situations. Thus, it will synchronize available materials with new needs and approaches. The fourth objective of EMAC was to avoid conflicts of interest and undue pressure by special interest groups or individuals who use media but who have poorly planned programs to evaluate their effectiveness. EMAC tries to avoid duplication of materials of limited interest or usefulness and ensures that the library will respond to requests for media utilization by the entire hospital user population. The fifth objective of EMAC was to institute an immediate program of media education utilizing presently allocated budgetary sources. In order to augment this program, two approaches have been utilized. The first involves the showing of free, borrowed medical films. Sources of these films have included NMAC, the pharmaceutical firms, and also the holdings of the University of California Extension Media Center. In addition, a plan to utilize the Network for Continuing Medical Education videotapes is being instituted. Initially these videotapes will be borrowed from a nearby institution; by next year we plan to start our own subscription to them. The Radiology Department offered to share its videocassette recorder and monitor for their showing. The sharing concept was also part of our first objective. Its extension can be envisioned by the sharing of our materials, as they become available, with other area hospitals. The sixth objective of EMAC was to develop Bull. Med. Libr. Assoc. 63(2) April 1975
BRIEF COMMUNICATIONS
methods for obtaining funds to implement its objectives. Inherent in the wide selection of members for EMAC is the concept that sources of funds might come from a variety of agencies or departments both within the medical and dental schools, the hospital itself, the coastal region, and elsewhere. The potential development of EMAC also ensures a system for assisting the library in its development of effective and realistic budgetary requests for educational media. The library can no longer be viewed as a passive recipient of funds, but must actively participate in the competitive acquisition of limited resources in the hospital environment.
DISCUSSION An additional advantage of EMAC is to overcome the traditional conception of the library and its structured role in education (2). The traditional concept of the library as a silent area where books must be individually guarded, loved, and maintained on the shelves can be shattered by the presence of nonprint media which may be noisy and distracting. In addition, media with their innovative communication techniques may help overcome inertia and resistance to allow the library to expand to its full capacity and new role. Linked with the traditional image of the library has been the concept that patient care has a greater priority than library-related functions. However, as educational technology advances, it becomes evident that quality patient care depends upon numerous factors, foremost among which are continuing professional education. In addition, patient education may be dramatically accomplished by the use of multimedia presentations. That these two facets of education are synergistic is often overlooked. However, quality patient care cannot be achieved without a library capable of providing the educational resources for both professional and patient education. The linking of patient education with a strong health science library in the hospital creates the necessary atmosphere to enhance patient care. An additional benefit of an educational media advisory committee will be in the implementation of PSRO standards. In all likelihood, new information can best be delivered to a variety of physicians by using multimedia presentations. An example of this is
Bull. Med. Libr. Assoc. 63(2) April 1975
the continuing education credit granted by the American Medical Association and the American Academy of Family Practice for the utilization of videotape programs (3). In addition, Harbor General Hospital has recently become involved in continuing medical education programs, several of which have been successfully completed. Examples are programs in emergency medicine, perinatology, and radiology. It is envisioned that the use of multimedia will rapidly expand along with the growth of the Los Angeles County Hospitals and their continued commitment to community involvement and continuing medical education. The library's contribution to improved patient care and continuing medical education cannot be minimized. Indeed, the library's role in both areas can be enhanced through audiovisual materials. The library of tomorrow is potentially here today if the concept of EMAC can effectively be initiated in your library. ACKNOWLEDGMENT The help of Mrs. Rita Kemp is gratefully acknowledged. REFERENCES 1. WALDRON, J. S. Instructional Development Unit; A Guide to Organizing an Instructional Development Unit in Health Science Educational Institutions. Atlanta, National Medical Audiovisual Center [n.d.]. 2. KRONICK, DAVID A. Nonprint media as information resources: Software and hardware. Bull. Med. Libr. Assoc. 62: 19-24, Jan. 1974. 3. The National Antibiotic Therapy Test. (An eightyminute examination via television taken by an estimated 20,000 physicians between March 25 and April 7, 1974. The examination was made available by the Network for Continuing Medical
Education.)
The Librarian and Medical Writing BY VIRGINIA PARKER, Librarian
Health Sciences Library Queen's University Kingston, Ontario
IN the announcement of electives offered to fourth-year students in the Queen's University 225
Bull. Med. Libr. Assoc. 63(2) Aprl 1975
223
BRIEF COMMUNICATIONS
the Library Committee. EMAC's designated function was to make recommendations in regard to all aspects of multimedia. It was immediately recognized that EMAC could best function utilizing current concepts in instructional development (1). OBJECTIVES The goal of EMAC was to develop a comprehensive method to evaluate media, make recommendations for the purchase of both software and hardware and to evaluate media effectiveness in the educational programs of the institution. In order to accomplish this, specific objectives were developed. The first objective was to ascertain what instructional media and equipment were available within the institution. To do this, surveys were taken of the individual medical and dental school departments, as well as the paramedical personnel and administrative groups, to find out what specifically was available. It was interesting to note that various media were already present but were not being widely utilized because most individuals were not aware of their presence. Also, there was a general tendency to sequester equipment and materials within departments to prevent loss or improper utilization. The concept of sharing equipment and software was not widely employed. We do not think this is an atypical attitude. The second objective of EMAC was to find out which media would have the widest applicability and who, within the institution, might be interested in using them within their program. This was done partially by surveying potential users and also by making available indexes of currently available software materials. In addition, EMAC arranged with local vendors to have an "Audiovisual Day" in the main auditorium for the display and demonstration of educational media in a variety of formats using several different types of programs. The response was gratifying and many faculty members became aware of the potential usage of media for their particular areas of instructional responsibility. The third objective of EMAC was to formulate a method of evaluation of software as it becomes available. In order to expedite this evaluation, the composition of EMAC has to be broad enough to encompass all those individuals who have either expertise or interest in '"A
the area of media or instructional development. The membership of EMAC included representatives from each of the major clinical departments, the hospital administration, nursing services, the Intern-Resident Society, the hospital training coordinator for paramedical programs, and those individuals who in most institutions would represent a medical illustration department. It was felt that by broad representation, problems of individuals being overburdened with evaluation could be reduced and also there would be sufficient expertise to evaluate the content of any media which were being evaluated for purchase, loan, or lease. It also established a mechanism whereby a member of a department could enlist his colleagues' opinions when their areas of expertise overlap. When AVLINE becomes available, EMAC will complement its recommendations by judging the suitability of the recommended material for specific situations. Thus, it will synchronize available materials with new needs and approaches. The fourth objective of EMAC was to avoid conflicts of interest and undue pressure by special interest groups or individuals who use media but who have poorly planned programs to evaluate their effectiveness. EMAC tries to avoid duplication of materials of limited interest or usefulness and ensures that the library will respond to requests for media utilization by the entire hospital user population. The fifth objective of EMAC was to institute an immediate program of media education utilizing presently allocated budgetary sources. In order to augment this program, two approaches have been utilized. The first involves the showing of free, borrowed medical films. Sources of these films have included NMAC, the pharmaceutical firms, and also the holdings of the University of California Extension Media Center. In addition, a plan to utilize the Network for Continuing Medical Education videotapes is being instituted. Initially these videotapes will be borrowed from a nearby institution; by next year we plan to start our own subscription to them. The Radiology Department offered to share its videocassette recorder and monitor for their showing. The sharing concept was also part of our first objective. Its extension can be envisioned by the sharing of our materials, as they become available, with other area hospitals. The sixth objective of EMAC was to develop Bull. Med. Libr. Assoc. 63(2) April 1975
BRIEF COMMUNICATIONS
methods for obtaining funds to implement its objectives. Inherent in the wide selection of members for EMAC is the concept that sources of funds might come from a variety of agencies or departments both within the medical and dental schools, the hospital itself, the coastal region, and elsewhere. The potential development of EMAC also ensures a system for assisting the library in its development of effective and realistic budgetary requests for educational media. The library can no longer be viewed as a passive recipient of funds, but must actively participate in the competitive acquisition of limited resources in the hospital environment.
DISCUSSION An additional advantage of EMAC is to overcome the traditional conception of the library and its structured role in education (2). The traditional concept of the library as a silent area where books must be individually guarded, loved, and maintained on the shelves can be shattered by the presence of nonprint media which may be noisy and distracting. In addition, media with their innovative communication techniques may help overcome inertia and resistance to allow the library to expand to its full capacity and new role. Linked with the traditional image of the library has been the concept that patient care has a greater priority than library-related functions. However, as educational technology advances, it becomes evident that quality patient care depends upon numerous factors, foremost among which are continuing professional education. In addition, patient education may be dramatically accomplished by the use of multimedia presentations. That these two facets of education are synergistic is often overlooked. However, quality patient care cannot be achieved without a library capable of providing the educational resources for both professional and patient education. The linking of patient education with a strong health science library in the hospital creates the necessary atmosphere to enhance patient care. An additional benefit of an educational media advisory committee will be in the implementation of PSRO standards. In all likelihood, new information can best be delivered to a variety of physicians by using multimedia presentations. An example of this is
Bull. Med. Libr. Assoc. 63(2) April 1975
the continuing education credit granted by the American Medical Association and the American Academy of Family Practice for the utilization of videotape programs (3). In addition, Harbor General Hospital has recently become involved in continuing medical education programs, several of which have been successfully completed. Examples are programs in emergency medicine, perinatology, and radiology. It is envisioned that the use of multimedia will rapidly expand along with the growth of the Los Angeles County Hospitals and their continued commitment to community involvement and continuing medical education. The library's contribution to improved patient care and continuing medical education cannot be minimized. Indeed, the library's role in both areas can be enhanced through audiovisual materials. The library of tomorrow is potentially here today if the concept of EMAC can effectively be initiated in your library. ACKNOWLEDGMENT The help of Mrs. Rita Kemp is gratefully acknowledged. REFERENCES 1. WALDRON, J. S. Instructional Development Unit; A Guide to Organizing an Instructional Development Unit in Health Science Educational Institutions. Atlanta, National Medical Audiovisual Center [n.d.]. 2. KRONICK, DAVID A. Nonprint media as information resources: Software and hardware. Bull. Med. Libr. Assoc. 62: 19-24, Jan. 1974. 3. The National Antibiotic Therapy Test. (An eightyminute examination via television taken by an estimated 20,000 physicians between March 25 and April 7, 1974. The examination was made available by the Network for Continuing Medical
Education.)
The Librarian and Medical Writing BY VIRGINIA PARKER, Librarian
Health Sciences Library Queen's University Kingston, Ontario
IN the announcement of electives offered to fourth-year students in the Queen's University 225
