Goals, Objectives, and Competencies for Reference Service:

A

Training Program

at

the UCLA

Biomedical

Library*

BYROBERTA J.

WALTERS,

Assistant

Head,

Reference

Division UCLA Biomedical

Library

LosAngeles,

California

90024

SUSAN J.

BARNES, Head,

Reference

Divisiont

Columbia

University

Health SciencesLibrary New

York,

New York 10032

ABSTRACT

The UCLA Biomedical Library, in cooperation with theUCLA GraduateSchool ofLibraryand Information Science,offersamedical library internship program for second-year library school students. Goals, objectives, competencies, and training guidelines have been devel-oped forthereference services section of theinternship, including reference desk experience, online searching,

groupdiscussions, assigned readings, andtraining exer-cises.This program, whichcanalso be used intraining new staff members, allows flexibility in meeting the differing interests, needs,and abilities of trainees.

THE STUDY GROUP REPORT on MLA's

Role in the Educational Process for Health

SciencesLibrarians, completedin 1981,includeda

recommendation to"developcourses orworkshops topreparestaff members ofprospectivehost

train-ing libraries to plan, supervise, and evaluate field

workexperience programs" [1].Inresponsetothe

study group's recommendation, this paper

de-scribes atraining program that was created for a

reference services internship. The program has

been usedwith library school studentsandcan be

adapted for trainingnewreference staff.

TheBiomedical Library, incooperation with the

UCLAGraduate School ofLibrary and

Informa-tion Science, offers internships toselected

second-year library school students who have successfully

completed thehealth and lifesciencesbibliography course. Interns, who typically work twelve hours

per week forone year, receiveprofessional

experi-ence thatcomplements the library school curricu-*Presented May30, 1983,attheEighty-third Annual Meeting of the Medical Library Association, Houston, Texas.

tFormerly Reference Librarian atUCLABiomedical Library,LosAngeles, California.

160

lum.The Reference Division component introduces students to the fundamental practices of reference service in an academic health sciences library. Through this internship students gain practical experience with reference desk service, online searching,and interlibrary loanborrowing. Train-ing methods include observation, discussion, read-ing, andhands-on experience.

Theinternship is coordinated by the head of the Reference Division, and training is supervised by members of the reference staffwho serve as men-tors. Following a short observation period, the mentors and the students work on information requests jointly, exploring the varied information needs of a large health and life sciences clientele andthe abilities andcognitiveprocesses necessary to respond to information needs. Eventually, the students beginto function independently andthey areassignedtoactivities that allowthem toobserve andinteract with theunique styles and approaches ofotherreference staff members.

The Reference Division's training program has been evolving since the Biomedical Library's internship program began in 1961. Recently, the program has been revised in a three-step process. The first step, determining the desired training result, led to the design of goals, objectives, and outcomecompetencies for the program. The next step involved the setting of training guidelines to insure that teaching methods would promote the desired outcomes. In the final step, evaluation of theinternshipwasconsidered.

GOALS, OBJECTIVES, AND COMPETENCIES The program's first step identified formal pro-gram goals from which performance objectives weredevelopedandoutcome competencies defined.

Theformatwasadapted from the "ASHP outcome competencies for institutional pharmacy training programs" of the American Society of Hospital Pharmacists [2].

The six primary goals of the training program were to:

1. Refine basic reference skills, such as inter-viewing and determining information needs,

teachingthe useof bibliographic tools and the development of effective search strategies,

finding facts,givingdirections, making refer-rals,and communicating clearly;

2. Gain experience with the major reference tools and common reference questions in

health and lifesciences;

3. Recognize theadvantages and disadvantages

of online searching, demonstrate a basic knowledge of the contents and characteristics

of majorbibliographic databases available at the Biomedical Library, and recommend

appropriate databasestolibrary users; 4. Master basic techniques used to search

NationalLibrary of Medicine databases; 5. Examine interlibraryloanpolicies and

proce-dures, including philosophy of service, meth-ods of location and verification, processing

workflow, and the role of the Regional Medi-cal Library Network in document delivery;

and

6. Employ theUCLAlibraries'online

informa-tion system, ORION, and associated print

and microfiche products to identify and

locate materials in campus libraries.

Behavioral objectives define the performance

necessary forachieving these goals. Forexample,

the reference desk component of this program

includes tenobjectives. ReferenceDeskObjective

One is:

Conductaneffectivereferenceinterview,analyzing infor-mationneeds, evaluatingpotentialinformationresources,

andprovidingappropriatedirectiontosourcessatisfying theuser'srequest.

For each objective, specific

competencies

identify

the relevant skills,

knowledge,

and attitudes. In

order to

accomplish

Reference Desk

Objective

One,the traineefulfills thirteen

competencies,

such as:

Determinetherequester'sleveloflibraryexperienceand

theappropriate technicallevelofinformationrequired. TRAINING GUIDELINES

After defining the intended impactof the pro-gram,reference librariansidentified

techniques

for

promoting and reinforcing the appropriate refer-enceskills, knowledge, and attitudes. In this second step,training guidelines were developed from these techniques. Training guidelines for Reference Desk

ObjectiveOne include:

1. Discusstechniques in interpersonal commu-nication, such as open questions, active lis-tening, eye contact, and verbal encourage-ment.

2. Discuss the recurrent information requests

of health/lifesciences user groups and effi-cient search strategies to answer those requests.

3. Discuss tools,techniques, and coping mech-anisms for deciphering highly technical information requests.

4. Discuss criteria for evaluation of informa-tion tools.

5. Discuss skillsuseful in one-on-one teaching, such ascombining visual and verbal commu-nication, repetition, and requesting user to repeatinstructions.

6. Read: Smith NM,FittSD. "Activelistening

at the reference desk." RQ Summer 1982;2 1:247-9.

7. Read: "Scientificand technical

communica-tion." In:Scientific and Technical

Informa-tion Resources. New York: M. Dekker,

1981.

8. Read:"Negotiationtechniques." In:Jahoda G, Brauhagel JS. The Librarian and the Reference Query. New York: Academic Press, 1980.

9. Read: The Reference Interview: Prepara-tionforPositiveResults. Chicago:Midwest Health ScienceLibraryNetwork, 1982. 10. Readselectedarticlesoninformationneeds

ofbiomedical clientele fromuser education files, such as"Continuing education needs-assessmentindentistry."

11. Practice outlining search strategies with samplereferencequestions.

12. View videotape: Jason HK, Cohen BF.

Teaching

Interpersonal

Skills to Health Professionals. Atlanta: National Medical AudiovisualCenter, 1978.

13. Try role-playing situations with "difficult

people."

TRAINING EVALUATION

Evaluation of this program includes assessment

of thetraining process,aswellas itseffectonthe trainee. Theprogrammeasures

training

impact

in four ways. First,directobservation

by

thementor

and discussion between the mentor and student provide considerable insight into the intern's pro-gress. Establishment of specific competencies enables mentors todetermine whethertheir interns havemet theprogram's objectives. Second, weekly meetings with the Reference Division head allow time to summarize each week's activities, discuss questions, and ascertain the interns' progress and overallperformance. Third,organizational records, such as online search printouts and interlibrary loan request forms, provide documented evidence of theeffectiveness and throughness ofintern-user interactions. Similarly, exercises such as MED-LEARN and sample reference problems not only supplement the student's experience but result in documentation thatcanbereviewedby thementor. Fourth, a questionnaire designed by the library school is used tomake aformal record of the overall evaluation.

To measure the training process, the appropri-ateness and quality of the program's scope and goals, the program organization and administra-tion, and thecontentanddeliveryoftraining, there are two approaches. Weekly meetings with the Reference Division head examine whether the stu-dent is satisfied with the program and whether changes need to be made in content or approach. These meetings allow mentors to resolve potential problemsandclarify issues as they arise.Second, a written summary of internship activities provides thestudent's perspective on the experience. This is valuable for identifying what was most relevant and memorable and can be used as a memory prompt when thestudent is asked to relate intern-ship activities during job interviews. Both ap-proachesprovide valuable insight into theinternship

documentation, standards, content, and evaluation. SUMMARY

This training package includes methods of instruction and performance measurement; each major activity is described and justified by goals, objectives, and competencies. Several benefits occur with this approach. The detailed competen-cies clearly illustrate the complexity of reference services, insuring that mentors have more realistic expectations of their trainees' performance. In addition, while the program relies upon the occur-renceofillustrative reference requests at the refer-ence desk, important questions that fail to arise during training can be identified by the trainee or mentor, then covered through exercises, discussion, or self-study. The documentation also facilitates transfer of training responsibilities to different

162

staff members. The training program, though

highly structured, isnotrigid, and opportunities for special projects are incorporated to complement professional interests. The improved documenta-tion enables the Reference Division to offer a

flexibleprogramthatcanbe responsiveto individ-ual experience, background, interests, and career plans.

The establishment of goals, objectives, and com-petenciesprovides definition of performance expec-tations and criteria for performance appraisal. In addition, the competency-oriented structure com-pels critical examination of program content and instructional methods to insure that theknowledge, skills, and attitudes required foreachobjectiveare provided in theprogram.

REFERENCES

1. MLA's role in the educational process for health

science librarians. Report of the study group, October 1981. In: AnnualReport, MedicalLibrary Association, June 11-17, 1982, Anaheim, Calif.:106.

2. ASHP outcome competencies for institutional

phar-macy technician training programs. Am J Hosp Pharm 1982Feb;39(2):317-20.

Appendix

TRAINING OBJECTIVES AND COMPETENCIES FOR REFERENCE SERVICES

This is an edited version of the UCLA Biomedi-cal Library Reference Division Internship Goals and Objectives. Objectives and competencies that werespecific toUCLA have been omitted.

REFERENCE DESK OBJECTIVE ONE Conduct an effective reference interview, ana-lyzing information needs, evaluating potential information sources, and providing appropriate direction tosources satisfying the user's request.

Competencies

1. Establish a working rapport with requesters, expressing interest in the requester's informa-tion need and promoting confidence in the student's ability to answer the requester's need;

2. Analyze the requester's information needs by distinguishing each subject component and

determining thelogical relationship between components;

3. Determine the likely format(s) of requested

information based upon the organizational structureof scientific literature;

4. Determine appropriate reference sources by

comparingscope, arrangement, accesspoints,

and publicationcharacteristics;

5. Determine the requester's level of library

experienceandthe appropriate technical level of information required;

6. Select the most appropriate search strategy based on the above competencies, available resources, time constraints, costs, and the required amount of information;

7. Relate perspective and background on the choice ofreference tools to the requester so thatshe/heunderstands why as well as how to usethe mostappropriate tool; and 8. Promote a satisfactory answer to each

refer-ence query by accompanying the requester through the initial step(s) of the search, encouragingadditional questions, and provid-ingfollow-upwheneverpossible.

REFERENCE DESK OBJECTIVE Two Usecore reference materialsin biomedicine for fact findingand for gathering theinitial

informa-tionneededtoattemptmorecomplexsearch

strate-gies.

Competencies

1. Identify briefcurrentbiographical summa-ries onphysicians,scientists, and professors;

2. Provide addresses and telephone numbers for hospitals, academic departments, re-searchinstitutes,professional organizations, funding sources, product suppliers, and healthcareprofessionals;

3. Provide short definitions of terms or

phrases;

4. Finddescriptions ofcurrent and

upcoming

educationalprograms,meetings, workshops, and

seminars;

5. Find drug synonyms, adverse

effects,

and other

drug product

information for

given

substances;

6. Verify incomplete

citations;

7. Identifysourcesofpsychologicaltests; 8. Findcurrenthealthcare

laws,

federal

codes,

andimpending

legislation;

9. Describe geographic

approaches

to health careinagivencountry;

10. Determine common

properties,

such as

molecular weight or

melting

point,

for chemicalsubstances;

11. Identify authoritative and

accepted

discus-sions of diagnosis and therapy for a given disease;

12. Determine the genus, species, and family

fromthe common name of most animals or plants;

13. Identify statistics on mortality, natality, and morbidity of reported diseases, health man-power, and hospitals in the United States; and

14. Identifystatistics collected and reported by the World Health Organization, the

Na-tionalCenterfor Health Statistics, the state and county departments of health, and spe-cific organizations, such as the American Cancer Society or the Metropolitan Life InsuranceCompany.

REFERENCE DESK OBJECTIVE THREE Demonstrate and explain the use of the major

biomedicalindexing and abstracting services, such asIndexMedicus, Biological Abstracts, Chemical

Abstracts,Science Citation Index, Excerpta Medi-ca, Zoological Record, Social Sciences Citation

Index, Psychological Abstracts, International NursingIndex, Index to Dental Literature and the

Cumulative Index to Nursing & Allied Health Literature, to a variety of user groups.

Competencies

1. Perform author and subject searches utilizing eachoftheindexing and abstracting services listed above;

2. Performcitation searches in the Science Cita-tion Index and the SocialScience Citation Index;

3. Explainthe accesspoints in the above

index-ingandabstracting services to libraryusers at theundergraduatestudentlevel,thegraduate

studentlevel, and thefacultylevel;

4. Recognizethe common usesofindexing and abstracting servicesby students and

faculty;

5. Explain the citation elements and abbrevia-tions in indexing andabstracting services to

libraryusers atalluniversity levels;and 6. List or

identify

the

thesauri,

abbreviation

lists, and other aids available for the major indexing andabstracting services.

REFERENCE DESK OBJECTIVE FOUR Conduct an effective online search

interview,

includingthe choice ofappropriate

database(s),

a

thoroughinvestigationand definition of the search

topic,and the

preparation

ofthe requester for the search results.

Competencies

1. Explain uses ofcomputer searching to sup-plementorreplace printed sources;

2. Explain and interpret computer search requestforms;

3. Solicit informationtobe included onrequest forms;

4. Explain expectedretrieval(for example, ref-erences toarticlesrather than articles them-selves; references with or without ab-stracts);

5. Explain normal search turnaround timeand determine whether rush processing should bedone;

6. Identify appropriate databases;

7. Determine scope and coverage of databases underconsideration;

8. Identify databases within the requester's price range;

9. Estimate thecostofaspecific online search; and

10. Determine theappropriate payment mecha-nism(s) for an online search.

REFERENCE DESK OBJECTIVE FIVE Demonstrate the ability to locate materials owned by the library using the cardcatalogs, the serials holdings list, the online catalogs, and the circulation system.

Competencies

1. List materials accessible through the online catalogs, the card catalogs, and the serials holdings list;

2. Identify, explain, and utilize the information provided on a catalog card, serials holdings list entry, an online catalog screen, or any otherpubliccataloging record;

3. Explain theusesof NationalLibrary of Med-icine and Library ofCongress subject head-ingsand classifications in thepublic catalog; 4. Use Medical Subject Headings, Library of

Congress Subject Headings, andother local authority lists when suggesting appropriate subject headings to library catalog users; 5. Determine the specific location of a journal

based on information found in the serials holdings list and/ortheonline catalogs; 6. Demonstrate the ability to formulate and

executebasic searchlogicto identify materi-als in the onlinecatalogs; and

7. Usethe circulation system to determine the statusofagiven bookorjournal.

164

REFERENCE DESK OBJECTIVE SIX Verify cited references and identify materials ownedbyother librariesusingthe California Aca-demic Libraries List of Serials (CALLS), Pacific Southwest Regional Medical Library Resource Libraries Union List ofSerials, Medical Library Groupof Southern California and Arizona Union List ofSerials,OCLC, RLIN,and MELVYL(the Universityof California OnlineCatalog).

Competencies

1. Explain the scopeand format of eachregional unionlist;

2. Explain the scope of, formulate and execute search logic for, and interpret a record or responseonMELVYL;

3. Explain the scopeand the uses ofOCLC; 4. Formulate and execute search logic using

OCLC title keys, and interpret an OCLC record or responseto a searchrequest; 5. Explain the scope andusesofRLIN;and 6. Formulate and execute search logic using

RLIN and interpret a record or system response.

REFERENCE DESK OBJECTIVE SEVEN Refer users to other libraries, information ser-vices, hotlines,or agencies when the library isnot the most appropriate place for the information requested.

Competencies

1. List the major UC, CSU, and local private library collections which are relevant to the life and health sciences;

2. Describe the appropriate local public libraries, undergraduate libraries, or infor-mationservices, such as the Consumer Drug Information Service, available for requests from the lay public;

3. Identify the closest MEDLINE centers to an individual in Southern California or in a foreign country;

4. Demonstrate the ability to use the reference filesand deskinformation sources for referral information;

5. Explain the functions of the Hospital Infor-mation and Services Center, the Outpatient Referral Desk, the School of Medicine Public Information Office, the UCLA Cancer Com-munications Office and the UCLA Drug Information Service; and

6. Explain themechanisms for direct access to onlinedatabases to users who have their own terminals/ microcomputers.

REFERENCE DESK OBJECTIVE EIGHT Apply library policies and procedures as docu-mented in the reference desk manual and deter-mine appropriate action in undocumented situa-tionsbased on established policies.

Competencies

1. Explain and apply all policies and procedures

documentedin thereferencedesk manual; 2. Know the appropriate resource persons for

clarification or referral on library policy or

procedure; and

3. Evaluate unusual requests with regard to

impactonlibrary operation and users;

deter-mine when an exception to general policy should be madefortheinstitution's students, staff,andfaculty.

REFERENCE DESK OBJECTIVE NINE Direct and advise library users on requests for interlibrary loan services when items are not owned by thisuniversity.

Competencies

1. Determine that materials requested are not owned at UCLA using the tools listed in

ObjectiveFive;

2. Verifytheeligibilityof requesters;

3. Instruct requesters in completion of ILL requestforms;

4. Annotate request forms as appropriate for missing,claimed,orverifieditems;

5. Establish correct requester expectations by explainingILLservice and turnaround

time;

6. Aid requesters in

verifying

references to

materialsnotownedbyUCLA,

using

library

catalogs, indexing and abstracting

services,

andjournaltitle abbreviation

lists;

and 7. Determine the availability

through

ILL of

dissertations from other

universities, using

the ILL

policies

directories.

REFERENCE DESK OBJECTIVE TEN Demonstrate effective interaction with other

library divisions,

recognizing

and

practicing

the appropriate procedures when

accessing

materials or information for

library

users from those divi-sions.

Competencies

1. Use appropriate

procedures

to interface

effectively with other

library divisions,

such asBindery

Preparation,

Cataloging,

Acquisi-tions, Collection

Development. Circulation,

ILL,History,and

Learning

Resources;

2. Describe the primary functions and organiza-tion of the divisions of the library; and 3. Explain thegifts policy of the library to users

and interface effectively between users and theCollection Development Division.

ONLINE SEARCHING OBJECTIVE ONE Demonstrate communication and interview, skills when interacting with online search service requesters.

Competencies

1. Explain usesof computer searching to supple-ment orreplace printed sources;

2. Explain and interpret computer search requestforms;

3. Solicitinformationtobe included on request

forms;

4. Explain expected retrieval (for example, ref-erencesto articles rather than articles them-selves;referenceswith or without abstracts); 5. Explain normal search turnaround time and

determine whether rush processing should be done;

6. Contact patrons toresolve difficulties which mayariseduring formulation and processing

ofsearches;

7. Interpret computer search output to users

(includingfield abbreviations and source des-ignations); and

8. Explain methods of obtaining documents identifiedthrough computer searches, at this library and other campus libraries, or using interlibraryloan.

ONLINE SEARCHING OBJECTIVE Two Demonstratefamiliaritywith the typesof online

bibliographic search requests received by the

library.

Competencies

1. Describe characteristics of the library's user

population;and

2. Identifycommon usesforcomputer-produced bibliographies.

ONLINE SEARCHING OBJECTIVE THREE Recommend appropriate databases to reques-ters.

Competencies 1. Identify

appropriate

databases;

2. Determine scope and coverage of databases under

consideration;

and

3. Identify databases within the requester's price range.

ONLINE SEARCHING OBJECTIVE FOUR Understandonline search pricing policiesat the library and interpretthesepoliciestousers.

Competencies

1. UsetheLibraryComputer Services PriceList andsupplementstodeterminecorrectcharges for computersearches;

2. Determine when service fees should be charged and the appropriate amount to be charged;

3. Distinguish between flat-rate and prorated databases;

4. Explaintousers whenadditionalper-citation orper-pagecharges may apply;

5. Determine when payment inadvance is nec-essary,andwhen the requestermustpayafter the search has beenprocessed;

6. Understand that separate checks must be accepted for NLM and commercial vendor search requests; and

7. Determine when cash may be accepted and when checksarenecessary.

ONLINE SEARCHING OBJECTIVE FIVE Demonstrate anunderstandingof online search processing procedures and work flow at the library.

Competencies

1. Describe procedures involved with logging searches in andout;

2. Describe and participate in the process of selectionof searchestobeformulated;

3. Determine where paperworkshould goafter asearch hasbeenprocessed;

4. Describe procedures used tonotify users and prepareprintouts fordistribution;

5. Locatevarious sections in the reference office fileswheresearchpaper work is kept; and 6. Use the logbook to determine whether a

search has been processed, when it was pro-cessed,andwhothesearcher was.

ONLINE SEARCHING OBJECTIVE SIX Demonstrate theability to use computer termi-nalsandotherequipment for onlinesearching.

Competencies

1. Locate the proper telephone number, termi-nal ID, and password necessary to access

166

NLM via TELENET, UNINET or

TYM-NET;and

2. Changepaperand ribbons whennecessary.

ONLINE SEARCHING OBJECTIVE SEVEN Locate andusedatabase and vendor

documenta-tion.

Competencies

1. Locate vendor manuals, individual database search aids, newsletters and bulletins, and othermiscellaneoussearchaidsonthesearch tools shelves, in the reference office online informationfiles, in the referenceannex,and in the reference collection orgeneral collec-tion of thelibrary;

2. Use printed indexes in the reference collec-tion orgeneralcollection, when necessary,to supplement aids for online searching; and 3. Locate searchrequestforms, price lists,

work-sheets, and other supplies in the reference office filesand/or supply cabinets.

ONLINE SEARCHING OBJECTIVE EIGHT Demonstrateaworkingknowledge of the MED-LARSsystemand basic ELHILL searching capa-bilities.

Competencies

1. Demonstrate understanding of services pro-videdby MEDLARS Management Section, including useof MMS'stoll-free telephone number;and

2. Understand basic MEDLARS and online searching terminology, such as backfile, controlled vocabulary, natural language, andofflineprinting;

3. Demonstrate familiarity with the purpose, entryformat,and use ofthe ELHILL com-mandsandsystemcapabilities;

4. Explain the meaning of the commonly received ELHILL program messages and overflow messages, and determine the appropriateactiontotake in response; 5. Explain which bibliographic databases

of-fered by NLM are indexed with MeSH, which are free-text databases, which use other controlled subject access, and which combinefree-textandcontrolled access; 6. Demonstratefamiliarity with rules for

text-word generation and procedures for text-wordsearching;

7. Demonstratefamiliarity with procedures for Bull.Med. Libr.Assoc.73(2)April 1985

searching using MeSH headings, tree

num-bers, explosions,and preexplosions;

8. Understand NLM's controlled vocabulary structureand indexing

practices,

including alphabetic arrangement; hierarchical ar-rangement; inversions; specificity; Latin, Greek, and English roots; and references; 9. Use thetwotruncation symbols correctly; 10. Understand reasons to use stringsearching,

i.e.,word adjacency, access to stopwords and

numerics, left-hand truncation, and highly

posted terms (such as check tags and lan-guageindicators)from a small subset; 11. Select appropriate subheadingsto cover an

aspectofaMeSHheading, applying

appro-priatecategoryrestrictions and permissions andcommongroupings; and

12. Limit retrieval to references dealing with humans in freetextand controlled

vocabu-lary databases.

ONLINESEARCHING OBJECTIVE NINE Demonstrate familiarity withdatabasesoffered

bytheNational Library ofMedicine.

Competencies

1. Demonstrate familiarity with scope, cover-age, content, data elements, and searching

techniques forthefollowingdatabases: CAN-CERLIT, CLINPROT, CHEMLINE,

HEALTH, MEDLINE, MESH, PDQ,

POPLINE, and TOXLINE;

2. Describe relationships among MEDLINE,

HEALTH, TOXLINE, and CANCERLIT

file contents;and

3. Identify appropriate use of theSpecial List tags.

ONLINE SEARCHING OBJECTIVETEN

Formulate and process MEDLINE search requests.

Competencies

1. Describesubjectcontent,

publication

cover-age,andtimespanoftheMEDLINE

data-base;

2. Describe and name printed

publications

generatedfrom the MEDLINEdatabase;

3. Describe primarysearchaids used with the MEDLINEdatabase;

4. Formulateasearch strategygivena

subject

request;

5. Formulate search

strategies

which make

appropriate use of MeSH, textwords,

sub-headings, explosions, preexplosions, check tags,language tags, tree numbers, and cen-tral concept indicators, in the proper entry

formats;

6. Use Boolean logic in the combination of search terms to retrieve relevant references; 7. Distinguish between comprehensive and

selective search formulations;

8. Use the hedge notebook and other search

aidstoassist in search formulation;

9. Describe purpose and content, data element mnemonic,and search entry format for the fields in the MEDLINE unit record; 10. Describe years ofcoverage for each

back-file;

11. Explain approximately how many refer-encesin the MEDLINE database and

back-files includeabstracts, why somereferences do not contain abstracts in their unit rec-ords, and when abstracts began to be

enteredintothedatabase;

12. Process OFFSEARCHes, and do offline printing and onlineprinting in MEDLINE; 13. Use the "sort" capability when producing

MEDLINEprintouts;and

14. Evaluate the quality of the output and its

usefulnesstothe requester.

ONLINE SEARCHING OBJECTIVE ELEVEN Demonstrateageneralknowledge of commercial

databasesmostfrequently searchedatthislibrary. Competencies

1. Demonstrate familiarity with scope, cover-age,andcontentsof thefollowingdatabases:

BIOSIS, CHEMICAL ABSTRACTS,

ERIC, EXCERPTA MEDICA,

PSYCHO-LOGICAL

ABSTRACTS,

SCISEARCH,

and SOCIAL SCISEARCH.

ONLINE SEARCHING OBJECTIVETWELVE Use National

Library

of Medicine databases for

ready referencepurposes. Competencies

1. Identify MeSH

headings

used for

subjects

not listed in the Annotated

Alphabetic

MeSH;and

2. Locate or

verify

citations

using

authors' names, textwords, or

journal

title abbrevia-tions.

Received

April

1984;

approved

August 1984. 167