I
Q. Eileen Wafford: right?
Q. Eileen Wafford: Just making sure it's recorded?
Q. Eileen Wafford: so because it's recorded, I believe it will capture if you do.
Q. Eileen Wafford: you know your voice. Video, anything you share in the workshop will be captured, and I will be sharing this with all participants who signed up
Q. Eileen Wafford: alright. So let's get started
Q. Eileen Wafford: quick overview of objectives. Today we are going to, not just today. This workshop is split into 2 parts. We'll look at shortly.
Q. Eileen Wafford: and I'm getting this little screen here.
Q. Eileen Wafford: Okay.
Q. Eileen Wafford: alright. So
Q. Eileen Wafford: we're going to look at creating a comprehensive search strategy. translating and performing our search. That search strategy on pubmed and other databases.
Q. Eileen Wafford: We'll look at refining the results, using search filters.
Q. Eileen Wafford: evaluating the search, using the press checklists and preparing documentation in accordance to prisma guidelines as well as drafting the search for your manuscript
Q. Eileen Wafford: in order to accomplish all of those objectives. We split up the workshop into 2 parts.
Q. Eileen Wafford: part one, which we'll cover today will quickly look at prisma guidelines. Specifically, the Prisma. S,
Q. Eileen Wafford: we'll look at the search strategy development process as well as search techniques
Q. Eileen Wafford: and part 2. We'll look at Pogmad for systematic searching.
Q. Eileen Wafford: We'll look at translating the search strategy that we developed today into commed
Q. Eileen Wafford: evaluating that search and feature searches as well as documentation and write up.
Q. Eileen Wafford: So you should have seen the list of prerequisites pubmed is a prerequisite.
Q. Eileen Wafford: On conducting the your system. Back, review part one, or conducting a scope review. So you can have an understanding of the the Scope Review and systemic review processes. We are not going to talk about the process in this workshop. So if you don't have that background knowledge,
Q. Eileen Wafford: please know that there are trainings to help you, and to give you that information
Q. Eileen Wafford: conducting a systematic review. Part 2, the tools and resources training which is also applicable to scope review.
Q. Eileen Wafford: That would be really helpful. You should definitely make sure that you view that class or attend that class prior to the part 2 training.
Q. Eileen Wafford: And then we have using the medical subject, heading Module from the National Library of Medicine, which will be really handy for
Q. Eileen Wafford: understanding what we're going to do in Part 2. So if you weren't able to go through that module or review. Part 2 of this conducting system. I review classes. Please do that before. We the next session in April.
Q. Eileen Wafford: So there are some guides
Q. Eileen Wafford: that go along with this class with that enhance or supplement what we're going to talk about today. So you have the system at review. Guide the Scope Review, guide the Health information sources and searching which we saw
Q. Eileen Wafford: earlier. And then the Workshop Guide is that page that Corinne shared with you.
Q. Eileen Wafford: For those who were not
Q. Eileen Wafford: online. Hero, you mind sharing that link again? In case we had anyone who just joined us.
Q. Eileen Wafford: And so
Q. Eileen Wafford: we also have several handouts, and we'll go over these handouts during the
Q. Eileen Wafford: the course of the workshop. But you should have once again the search development worksheet specifically the template open, and we'll look at the prisma S. And some of these other documents during the
Q. Eileen Wafford: the workshop.
Q. Eileen Wafford: So let's start with part month.
Q. Eileen Wafford: and before we go into the search strategy and prisma. Let's just do a quick overview of a depth. The definitions of systematic and scope reviews. So with a systematic review.
Q. Eileen Wafford: we're trying to identify, appraise, and synthesize all the empirical evidence to answer a specific research question
Q. Eileen Wafford: with the scope review. We're trying to follow a systematic approach to map evidence on a topic
Q. Eileen Wafford: and identify main concept. Theories and sources of knowledge.
Q. Eileen Wafford: So knowledge gaps.
Q. Eileen Wafford: both of these reviews require us to.
Q. Eileen Wafford: you know, create a systematic search, a systematic approach for identifying and retrieving all relevant evidence to ensure that we have a comprehensive synthesis of the evidence of existing literature.
Q. Eileen Wafford: So this gives us context into why we're going to invest so much time in the search strategy and developing a search strategy.
Q. Eileen Wafford: So the process of search strategy development that we're going to use for this workshop.
Q. Eileen Wafford: or rather, before we get to that, let's talk about prisma guidelines. So you would have experience with
Q. Eileen Wafford: at least one of 2 prisma guidelines for system ag reviews. You have the prisma 2020 statement and the Prisma P. To help you develop your protocol. First sculpture reviews. You have the prisma for scope reviews to help you with reporting your protocol
Q. Eileen Wafford: and your actual scope. Review.
Q. Eileen Wafford: Believe it or not. But there is a prisma for reporting your search, and that is the prism for searching
Q. Eileen Wafford: just a quick overview of the prisma for searching or the prisma. S. Because we'll look at this again in Part 2. It was published in 2021, and has 16 reporting items to help you to
Q. Eileen Wafford: right up
Q. Eileen Wafford: or report somewhere in your manuscript or in the supporting document.
Q. Eileen Wafford: what you should describe about your search. So there's information sources and methods. Including. It's asking you about. You know what databases they use? Search if you search study registries, if you did online searching. So I'm looking at like, Item 4, have you completed citation, searching contact authors, or employed other methods of finding information.
Q. Eileen Wafford: Also, ask you to report information about your search strategies, including full search strategies, any limits and restrictions. Any search filters? Did you do some background searching before you? Employ your search strategy? Did you update your search?
Q. Eileen Wafford: What dates did did you conduct your search. There's also a peer review item
Q. Eileen Wafford: and ask you information about managing records from your search that you generated from your search.
Q. Eileen Wafford: So you do have a tool to help you with reporting. Your search methodology.
Q. Eileen Wafford: So let's talk about the process of developing your search strategy.
Q. Eileen Wafford: There's there's several processes that you can use. This is a really simple, straightforward process that
Q. Eileen Wafford: has 3 steps
Q. Eileen Wafford: first.
Q. Eileen Wafford: and we'll go over each of these steps in today's session.
Q. Eileen Wafford: But first you want to define your research question.
Q. Eileen Wafford: then identify important concepts from your research question.
Q. Eileen Wafford: then list synonyms and related words for each concept. And you can see the search strategy described on the health information sources and searching Galter Guide.
Q. Eileen Wafford: So
Q. Eileen Wafford: let us start with
Q. Eileen Wafford: defining your research question. And
Q. Eileen Wafford: you, would
Q. Eileen Wafford: we talk about the research question. A lot in our system agent scope review classes
Q. Eileen Wafford: like the start of your system Review. Your research question is really really important in
Q. Eileen Wafford: developing your search strategy. So before you start your database search, you really want to have a defined research question or topic or research questions. If you're doing assistive Scope review. And that's appropriate.
Q. Eileen Wafford: For this
Q. Eileen Wafford: part one and part 2 workshop. We are going to work with our own little sample research question.
Q. Eileen Wafford: And our research question, which will
Q. Eileen Wafford: use? Is.
Q. Eileen Wafford: how do disparities
Q. Eileen Wafford: raise the risk of heart disease among minority groups? So that's going to be our starting research question.
Q. Eileen Wafford: Alright. So we have our research question.
Q. Eileen Wafford: Now, we're going to talk about identifying important concepts. But before we talk about identifying important concepts, are there any question about the research question? And just so, you know, I am going to revisit the research question in a minute. But are there any
Q. Eileen Wafford: questions so far about defining your research question.
Q. Eileen Wafford: Alright.
Q. Eileen Wafford: So let's talk about identifying important concepts.
Q. Eileen Wafford: So to identify important concepts, you want to take your research question and break it down into smaller key concepts
Q. Eileen Wafford: and to help you with identifying key concepts. There are several frameworks there, actually many more frameworks than what's listed here. But
Q. Eileen Wafford: we just wanted to show you some examples of frameworks that you can use to help you with identifying key concepts. So in addition to Pico and Pcc. Which you see use in Pico with system Ag reviews a lot and Pcc with scope reviews. There is spice
Q. Eileen Wafford: setting, pros.
Q. Eileen Wafford: perspective intervention, comparison, evaluation. There's spider. I like these names, and there's other frameworks. we are going to say, true to form and focus on Pico. Our framework of reference will be Pico
Q. Eileen Wafford: and
Q. Eileen Wafford: to help us identify key concepts. Using the pico framework, we'll map our our research question to the P patient population or problem.
Q. Eileen Wafford: eye intervention or exposure of interest.
Q. Eileen Wafford: See if there's a C. And O. Outcomes of interest.
Q. Eileen Wafford: So we're going to use Pico. And for our research question.
Q. Eileen Wafford: how do disparities raise the risk of heart disease among minority groups. Rp.
Q. Eileen Wafford: population
Q. Eileen Wafford: is minority groups.
Q. Eileen Wafford: aye. intervention or exposure disparities.
Q. Eileen Wafford: See, we don't really have a C, but it can be non-minority groups or no comparator. And then O would be heart disease.
Q. Eileen Wafford: So that's our starting research question, how it maps to the Pico elements
Q. Eileen Wafford: before we go on. I want to just
Q. Eileen Wafford: take a moment to talk about complex or broad concepts
Q. Eileen Wafford: and medical research, not just medical research, but many systematic and scope reviews and just really comprehensive evidence, synthesis projects.
Q. Eileen Wafford: You're dealing with a lot of times really complex or broad concepts.
Q. Eileen Wafford: What do I mean by that?
Q. Eileen Wafford: These are concepts that are multifaceted, or generally applicable to many different topics or domains.
Q. Eileen Wafford: and effectively handling these concepts
Q. Eileen Wafford: often require either refining the concepts, or sometimes leaving that out of the search, but many times refining the concepts, because
Q. Eileen Wafford: again, these concepts, they lack specificity, meaning, they apply to a range of subjects and domains.
Q. Eileen Wafford: and that often leads to searches
Q. Eileen Wafford: that lack precision
Q. Eileen Wafford: and often generate large results.
Q. Eileen Wafford: And because you're gonna get large results, you're likely to retrieve a rather screen relatively more irrelevant studies.
Q. Eileen Wafford: And you may miss relevant studies because
Q. Eileen Wafford: they have different facets or dimensions of the broad concepts that you're not
Q. Eileen Wafford: using because you may be using just a broad concept word.
Q. Eileen Wafford: And so the example that we decide to go with is outcome. I think the librarians in the in the room. I can test that outcome is a very common concept in many systematic scope reviews
Q. Eileen Wafford: and the word outcome. Many teams would like us to use the word outcome. To describe outcomes of interest.
Q. Eileen Wafford: however, outcome is a very non-specific concept nonspecific term, and using this word on its own, you are likely to Miss Key studies, because many authors do not use the word outcome to describe outcomes.
Q. Eileen Wafford: in fact, many mesh terms which we'll talk about more in part 2 and keywords which we'll talk about shortly are specific to outcomes, and not necessarily the word outcome.
Q. Eileen Wafford: So before I talk about the solution!
Q. Eileen Wafford: Are there any questions about broad and complex concept, like what they are and what are some of the issues with?
Q. Eileen Wafford: These concepts before we talk about solutions and the results of the solution that we'll be proposing
Q. Eileen Wafford: alright. So the solution, when dealing with a broad or complex
Q. Eileen Wafford: concept.
Q. Eileen Wafford: consider breaking down the concept or concepts into smaller, more specific concepts. And so I'm looking at the right here, where we have with the concept of outcome.
Q. Eileen Wafford: Maybe you want to really focus on an outcome of interest, such as mortality or increased risk of something. So that can be
Q. Eileen Wafford: instead of focusing on outcome, we're using outcome on its own that smaller concept will replace your that outcome word or concept.
Q. Eileen Wafford: So really and as a result.
Q. Eileen Wafford: this often this process of thinking about, you know, breaking down your broad concept or complex concept. It often leads to revising or refining your original research question.
Q. Eileen Wafford: And you can see that
Q. Eileen Wafford: with our original question, which is, how do disparities raise the risk of heart disease among minority groups? Minority groups is a very broad concept. There's so many populations that fit under that umbrella
Q. Eileen Wafford: disparities is another broad concept
Q. Eileen Wafford: and heart disease for our purposes. the broad concept. So we have really 3 broad concepts.
Q. Eileen Wafford: and to make our search more manageable. We are going to refine all those those 3 concepts.
Q. Eileen Wafford: And so we're going to focus on not just
Q. Eileen Wafford: all minority groups, but racial minority minority groups
Q. Eileen Wafford: for disparities. We'll look at, maybe health insurance coverage
Q. Eileen Wafford: and then heart disease. We're going to focus specifically on heart attacks.
Q. Eileen Wafford: So as a result of refining our broad concepts. We also revised our research question, which you can see on the left.
Q. Eileen Wafford: and that result in a new research, or rather a refined research question, which is, how do disparities in health insurance coverage
Q. Eileen Wafford: affect the risk of heart attacks in racial minority groups.
Q. Eileen Wafford: So you'll see all of our Pico elements in our research question.
Q. Eileen Wafford: And it's just more refined. And you'll see.
Q. Eileen Wafford: And it makes a difference when it comes to the search like having more specific concepts.
Q. Eileen Wafford: So we talked about defining your research question.
Q. Eileen Wafford: Then we talked about identifying important concepts. And now we're going to talk about listing synonyms and related words for each concept
Q. Eileen Wafford: before we go into the synonyms and related words.
Q. Eileen Wafford: section part of this this session. Are there any comments or questions about defining your research question or identifying important concepts.
Q. Eileen Wafford: and we're good on time. So if any librarian on the and the workshop want to like chime in, feel free to do so
Molly Beestrum: I would just reiterate how helpful it is. With that previous slide. Eileen, where you kind of looked at each of the, you know, pretty broad concepts.
Molly Beestrum: and then thought about ways to approach those in more specific ways. I think often systematic reviews and scoping reviews come to us with, you know, fairly broad
Molly Beestrum: concepts and through conversations with the teams and through, you know, a little bit of additional probing. We're able to identify ways to really focus that question much more. So that it's it's more
Molly Beestrum: manageable. But also it's a more specific question which has a better impact.
Q. Eileen Wafford: Thank you. And just to add to that I've
Q. Eileen Wafford: I almost feel like more focused questions are
Q. Eileen Wafford: they appeal more to to jour journals rather than rather need these broad questions. So
Q. Eileen Wafford: I'll just add that.
Q. Eileen Wafford: Thank you, Molly. So now let's talk about listing synonyms and related words.
Q. Eileen Wafford: so
Q. Eileen Wafford: the words that you use for your search can be broken down into 2 types. You have keywords, or the sort or the source words
Q. Eileen Wafford: keywords.
Q. Eileen Wafford: And this is going to be the focus of today's
Q. Eileen Wafford: the session.
Q. Eileen Wafford: So keywords are also called natural language words or text words. Some people call them text words. I use keywords, so we're gonna go with keywords. But some libraries call them text words that's not wrong. It's just not my it's not my go-to way of describing these these words.
Q. Eileen Wafford: So these are words. Keywords are words or terms that you use to describe a concept that you'll naturally use to describe a concept.
Q. Eileen Wafford: Then there are the source words.
Q. Eileen Wafford: and we'll focus on the source words in part 2, but just a quick little overview. They are worse from a an authoritative source like the medical subject heading, and they are used to tag
Q. Eileen Wafford: articles in a database. So we'll talk about that in part 2. But
Q. Eileen Wafford: those would be the 2 types of terms that you'll be incorporated into your search. So let's look at keywords.
Q. Eileen Wafford: and we're actually going to jump into our first exercise and identifying keywords. So again.
Q. Eileen Wafford: we want to generate a list of keywords, and these are words or terms that you would normally use to describe a gossip.
Q. Eileen Wafford: so we have our 3 concepts. Yeah, you know, we're not going to do our C,
Q. Eileen Wafford: we are going to generate list of words to describe our concepts, and ideally, because the goal of assist me, I guess. Go overview is to find all available evidence to describe.
Q. Eileen Wafford: to answer your question or questions. Your list of keywords should be comprehensive.
Q. Eileen Wafford: Because we are, you know, we only have an hour. Our list of keywords will not be comprehensive, so I am going to say, let's find as many as maybe 5 to 7, 8, 9 keywords for each concept, and to get us started. What I would like us to do is to.
Q. Eileen Wafford: We'll open our template worksheet, and I'll show you again how you can get to that from the
Q. Eileen Wafford: the
Q. Eileen Wafford: guide. But
Q. Eileen Wafford: we're just going to just start listing words for our search concepts
Q. Eileen Wafford: as we identify earlier.
Q. Eileen Wafford: And Corinne shared a link to the guide
Q. Eileen Wafford: and the template
Q. Eileen Wafford: search development worksheet template. That's where we're going to start.
Q. Eileen Wafford: So we have our research question hopefully, it's the correct one. We have our concepts, our search concepts.
Q. Eileen Wafford: And
Q. Eileen Wafford: under like
Q. Eileen Wafford: question or, item 3, then 3 B. This is where I would like for you to start listing your keywords. I have elected to go with racial minority groups.
Q. Eileen Wafford: But
Q. Eileen Wafford: if you want, you can select a different minority group and start listing keywords for that.
Q. Eileen Wafford: But we're going to. I'm going to use racial minority groups. Maybe you're interested in sexual gender and sexual minority groups, or some other minority groups. Oh.
Q. Eileen Wafford: let's take about a minute to list keywords and let's get in the habit of separating the terms with the with a capital or.
Q. Eileen Wafford: as you see here. So
Q. Eileen Wafford: for each concept.
Q. Eileen Wafford: just list words that you would normally use to describe that concept
Q. Eileen Wafford: and be and again, we're going to be mindful that we're not going to be comprehensive for this activity. Just because we are, you know, under a time constraint.
Q. Eileen Wafford: Okay, so I'll give you about a minute and a half to do that.
Q. Eileen Wafford: We want to do that for each
Q. Eileen Wafford: Ishcasa.
Q. Eileen Wafford: And thank you. Corinne added the actual document to the chat. So
Q. Eileen Wafford: alright, so
Q. Eileen Wafford: And my list of keywords
Q. Eileen Wafford: for minority groups. I have minorities, or Asian Americans, or African Americans, or blacks, or Hispanics, or Latinx or Latinos. And again.
Q. Eileen Wafford: I'm just stopping here if I can go on and on and on for health insurance coverage.
Q. Eileen Wafford: I have insurance medicare medica, health coverage or healthcare coverage or
Q. Eileen Wafford: healthcare coverage with healthcare as 2 words.
Q. Eileen Wafford: I'm just curious. Does someone have something different for either their minority groups or disparities?
Q. Eileen Wafford: And you can just add that to the chat
Q. Eileen Wafford: and then for heart disease. I'm focusing on heart attacks, so I have heart attacks or heart arrest
Q. Eileen Wafford: for myocardial infraction
Q. Eileen Wafford: uninsured. Yes, oh, I didn't think of that.
Q. Eileen Wafford: That'd be great to add to health insurance coverage.
Q. Eileen Wafford: Yes, yes. So for minority groups we have native Americans, American, Indian, Pacific Islanders, Middle Eastern multiracial.
Q. Eileen Wafford: an ideal, so an ideal world situation, we would have a really comprehensive list.
Q. Eileen Wafford: To describe our concepts. And this is another reason why it's so key to refine your your concept, especially if it's complex or broad
Q. Eileen Wafford: when it comes to finding keywords. You know we don't always think of things at the moment, at least I don't, so I often go to the search methods of existing systematic reviews or scope reviews to see what type of words or what words those authors use.
Q. Eileen Wafford: because I sometimes find words I have not used. Many times I find words I have not used.
Q. Eileen Wafford: maybe consulting experts or peers to see if they have some
Q. Eileen Wafford: words terms to recommend. Check out the fluoride.
Q. Eileen Wafford: the process of developing your keyword. It is an iterative process. And you're often going to refine your keyword list.
Q. Eileen Wafford: One thing about developing your list of keywords. And we saw this with potentially saw this with like minority groups, is that the
Q. Eileen Wafford: feasibility of developing a list of keywords.
Q. Eileen Wafford: It often leads to revisions, because if it's not feasible to list all the minority groups, that's a sign that your concept may be too broad, and you may need to refine it
Q. Eileen Wafford: also refrain from omitting relevant keywords because you think they may not pull results again. The goal of the search for the search. Strategy is to find
Q. Eileen Wafford: articles to describe, or rather find studies, to describe, a concept
Q. Eileen Wafford: whether or not the word pull in relevant results is not important if it's a relevant word. So you're just showing that you have considered this term.
Q. Eileen Wafford: So are there questions about keywords before we move on to talking about search techniques.
Q. Eileen Wafford: Helene, can I add something real quick? Yes.
Corinne Miller: I just wanted to point out with the finding keywords and looking at existing systematic reviews. That's a great way to find terms. But I just wanted to point out that if you find a search strategy that you like
Corinne Miller: from an existing systematic review, and you choose to reuse it as is, or adapt it slightly. You need to make sure that you cite them, that you give them credit.
Q. Eileen Wafford: Yes, so keep that on your radar, and we'll talk about that again in part 2. But if you, if you are pulling key, especially keyword lists or anything.
Q. Eileen Wafford: you know it's the same through plagiarism, as Corinne said. If you're pulling this information like big chunks of it from a existing Sis systematic or so scope review, or
Q. Eileen Wafford: some type of review. You do need to cite that that that source. Thank you. Correct.
Q. Eileen Wafford: anyone have any more questions or comments.
Q. Eileen Wafford: Okay, so let's talk about search techniques.
Q. Eileen Wafford: You can enhance your search with a number. Rather, this is about enhancing. This is this is a continuation of your search strategy development process. And there are search techniques that you you should be considering when it comes to your search strategy development. And let's talk about Boolean operators. These are
Q. Eileen Wafford: commands. They tell the database how to connect your terms and how to guide your search.
Q. Eileen Wafford: There are 3 Boolean Boolean with the B operators. The first, it's not the first, but the first I'm going to talk about is and
Q. Eileen Wafford: and you use and to combine different concepts.
Q. Eileen Wafford: This results in a search that will full results, then include the both or the concepts combined with. And so we have as example EHR. And meaningful use
Q. Eileen Wafford: when we say, Tell the database to find
Q. Eileen Wafford: ehr and meaningful use. The results must include those 2 concepts, those 2 terms, and this tends to narrow the search, because again, the results must include those 2 terms.
Q. Eileen Wafford: or tends to expand searches and
Q. Eileen Wafford: is used to combine related words, related terms.
Q. Eileen Wafford: and when we use, or we tell the database to find results with any of the terms
Q. Eileen Wafford: connected with the word. Or. And so we see here, let's find articles that have cancer, or
Q. Eileen Wafford: are rather database records with cancer, cancer or carcinoma. We have this big search result
Q. Eileen Wafford: and then not
Q. Eileen Wafford: tends to limit your search.
Q. Eileen Wafford: It tells the database to exclude
Q. Eileen Wafford: content database records that is, join after the word, not
Q. Eileen Wafford: so, for example, if I put hospital not nursing home the results. The database records will have hospital, but those that have nursing home will be excluded.
Q. Eileen Wafford: I rarely rarely use, not because it tends to exclude possible relevant information
Q. Eileen Wafford: like unintentionally excluding relevant information. Because maybe, you know, there's a article that has both nursing home and hospital. But because I said, not nursing home, I'm going to exclude that that
Q. Eileen Wafford: hospital article, even though it is relevant. So I would cost you W, about using that because it tend to exclude relevant content
Q. Eileen Wafford: when it comes to applying Boolean operators to your search.
Q. Eileen Wafford: What you want to consider doing is to combine your related keywords and subject headings for each concept using or
Q. Eileen Wafford: and then we're going to combine the different concept sets
Q. Eileen Wafford: with. And
Q. Eileen Wafford: before we look at that, are there questions about Boolean operators, because we're going to now. Go to our next exercise.
Q. Eileen Wafford: which is combining our concepts with or and and our concept sets with Ann. But before we do that? Are there questions
Q. Eileen Wafford: about Boolean operators?
Q. Eileen Wafford: Alright. So let's go to our next exercise, and we kind of started that with
Q. Eileen Wafford: in our worksheet already.
Q. Eileen Wafford: But what I would like you to do if you have not done so already, is to return to your worksheet.
Q. Eileen Wafford: and add. or
Q. Eileen Wafford: to like, separate your terms with or under your keywords with, or
Q. Eileen Wafford: and so we'll just give like a minute for that, because hopefully, we started doing that already.
Q. Eileen Wafford: and or the Boolean, or should be capitalized, because it's not case sensitive in all databases. But it isn't a few, so you might as well just, you know.
Q. Eileen Wafford: have it capitalize so that you can. We don't have to
Q. Eileen Wafford: change like the small case, or to the capitalized or for the databases where it is applicable, or it is required
Q. Eileen Wafford: comment, it should be capitalized.
Q. Eileen Wafford: Alright. So
Q. Eileen Wafford: this is how my
Q. Eileen Wafford: keyword search looks for each concept. and you'll see that I have joined the related terms with the Boolean, or
Q. Eileen Wafford: and I haven't closed them in parentheses, and we'll talk about why I did that shortly.
Q. Eileen Wafford: Alright.
Q. Eileen Wafford: So what we're going to do next is combine our separate concepts with the Boolean. And
Q. Eileen Wafford: and this is where those parentheses come in handy, because when I enclose the related terms in parentheses. I'm telling the database to find all these words. Any search results with these words.
Q. Eileen Wafford: find them and keep them together. So that's what that parentheses is saying, and we'll talk about it a little bit in a minute.
Q. Eileen Wafford: More like the parentheses in a minute.
Q. Eileen Wafford: So what I want you to do is, make sure that all the related terms are enclosed end up in parentheses.
Q. Eileen Wafford: and then what we're going to do is combine them with with Ann, so
Q. Eileen Wafford: that our keyword search
Q. Eileen Wafford: on Number 4 in your worksheet.
Q. Eileen Wafford: Let's start doing that. So we I started with my minority
Q. Eileen Wafford: keywords.
Q. Eileen Wafford: Add the Boolean, and and enclosed in parentheses. Add your second concept. So you just copy and paste it, you know, and close these in parentheses.
Q. Eileen Wafford: and
Q. Eileen Wafford: and then add your third concepts. If you have more concepts.
Q. Eileen Wafford: you'll you know, and that concept. And and and
Q. Eileen Wafford: I remember the more ants tend to restrict searches.
Q. Eileen Wafford: ores tend to expand.
Q. Eileen Wafford: So this is how my combined search look, I have my minority concept.
Q. Eileen Wafford: All the words kept together in parentheses, and
Q. Eileen Wafford: I'm looking for articles, or rather database results.
Q. Eileen Wafford: Records that have not just minority concept, but the insurance concept, healthcare insurance.
Q. Eileen Wafford: and they also must have at least one of my heart attack.
Q. Eileen Wafford: concept, word.
Q. Eileen Wafford: And so
Q. Eileen Wafford: what we can do is we can copy oops. You can take this search and copy and paste it into pubmed.
Q. Eileen Wafford: And so let's do that. Let's go to pubmed.
Q. Eileen Wafford: And let us run this search and publicize. Just so you can see what happens.
Q. Eileen Wafford: And I'm going to take my example because I did not
Q. Eileen Wafford: do it at the same time as everybody, so you can always go up to the library's homepage@galter.northwestern.edu.
Q. Eileen Wafford: and then.
Q. Eileen Wafford: you know, go to pubmed. I had it open already, which we should have had it open but for those who, you know didn't start
Q. Eileen Wafford: at the same time we did.
Q. Eileen Wafford: I asked you to have your open, so please have it open. Let me make this small.
Q. Eileen Wafford: So I'm going to copy my combine keyword. Only search.
Q. Eileen Wafford: and I'm just going to paste it into pubmed.
Q. Eileen Wafford: It's just showing you
Q. Eileen Wafford: hope I have English filter applied.
Q. Eileen Wafford: So this search you can copy and paste it into any database.
Q. Eileen Wafford: And right now all 3 of our concepts must be present somewhere in that search, and you can see that with
Q. Eileen Wafford: refraction we go into the database record, we should be able to see the
Q. Eileen Wafford: those 3 concepts somewhere. They may be a mesh turn. They may be in the the title, the abstract somewhere.
Q. Eileen Wafford: We'll talk. We'll talk about refining the search more in Part 2. But I just want to show you. You know how you create these, these built search.
Q. Eileen Wafford: And because there's nothing
Q. Eileen Wafford: database specific to this search, you can again copy and paste this into any database.
Q. Eileen Wafford: So this is our final search string.
Q. Eileen Wafford: However, you can't enhance it. So that's why I placed our almost final search string, and there are ways that we can enhance our search. But before we talk about those ways, are there any questions about?
Q. Eileen Wafford: You're a general employee, a general generic, combined search string.
Q. Eileen Wafford: hey? Any question, any comments?
Q. Eileen Wafford: Alright. So let's talk about some search tips and tricks to enhance your search.
Q. Eileen Wafford: So there's
Q. Eileen Wafford: A technique called truncation and truncation is the use of a symbol. Sometimes called wild card. that we add to the end of a term to find all endings of that word, all variations of that word. The symbol is usually an asterisk, but it can be other
Q. Eileen Wafford: symbols based on a database, but for the most part an asterisk had to be universal. When you use the asterisk. When you truncate, you do not want to put a space between the symbol and the last letter.
Q. Eileen Wafford: and the best practice is to truncate the last word in a phrase.
Q. Eileen Wafford: So we have like heart attack. We want to add the asterisk after the K. And heart attack, and it'll retrieve heart attack heart attacks heart attacking all variations of attack.
Q. Eileen Wafford: Our neo plans.
Q. Eileen Wafford: you know it could be neoplasm that will find neoplasm, neoplasms, neoplastic Neoplasia, and other forms of that word. You see that we have. You know there's tumor American spelling and tumor British spelling. Some people might want to truncate
Q. Eileen Wafford: where the British U. Would be
Q. Eileen Wafford: don't do that. That's the incorrect use of truncation. Again, we want to put at the end of the word.
Q. Eileen Wafford: So
Q. Eileen Wafford: let's see, quick, quiz.
Q. Eileen Wafford: and this is my
Q. Eileen Wafford: let me see if I can pull up my quiz. Oh, there we go. Caucasian! So I have a quiz for you.
Q. Eileen Wafford: What is the purpose of using truncation in a database search.
Q. Eileen Wafford: Let's see if I, you know. Let's give that like 10 min.
Q. Eileen Wafford: Alright. So I'm gonna end the poll 30 s.
Q. Eileen Wafford: So it is to expand the search, to include variations of a word.
Q. Eileen Wafford: or rather, you unintentionally expand the search because you're going to include all variations of the word, so it may not be your intention, but that's what happens.
Q. Eileen Wafford: Alright! And then another quiz, quick quiz would be, what is? Let me see if I can pull that up
Q. Eileen Wafford: alright. So
Q. Eileen Wafford: My first time using the quizzing thing. But what
Q. Eileen Wafford: is the following? What should the following demonstrate the correct usage of truncation.
Q. Eileen Wafford: so
Q. Eileen Wafford: pain that any more than one may apply. So
Q. Eileen Wafford: okay, so we're seeing pain and physical suffering A and C,
Q. Eileen Wafford: and that is correct physical suffering. B is not correct because we have the truncation in the middle of the term.
Q. Eileen Wafford: and then we have nesting, which is the use of parentheses to group group together related words as we
Q. Eileen Wafford: that use of parentheses that pare authentic statement that we saw earlier when we kept the words for each concept together that's called nesting.
Q. Eileen Wafford: And so it's used, is used to group together related words, and to tell the database like the order of operation.
Q. Eileen Wafford: So keep these together, keep these together, and find articles with both.
Q. Eileen Wafford: with words from this concept and this concept. So that's nesting for you.
Q. Eileen Wafford: You could also sub nest so this tells the database to find articles that have minorities all these minority terms. But within that search also look for Asian and Americans anywhere in the record.
Q. Eileen Wafford: so you can mess within a nest.
Q. Eileen Wafford: And so let us just a quick quiz.
Q. Eileen Wafford: What is the purpose of
Q. Eileen Wafford: nothing.
Q. Eileen Wafford: and for some reason I can't launch that quiz. so I'll just ask you a mental mental answer.
Q. Eileen Wafford: I wish you the phone demonstrate the incorrect use of nesting.
Q. Eileen Wafford: If you said C.
Q. Eileen Wafford: You are correct. because, C. If you count your parentheses. there's only 3, so you should have equal numbers of parentheses, and this is just for a free floating one.
Q. Eileen Wafford: And then the last technique I want to point out is phrase searching, which is the use of quotation marks to find exact phrase,
Q. Eileen Wafford: to find the exact phrase in the exact order. You want to enclose. The words in parentheses, in quotation marks no spaces. and this will help you narrow down your results.
Q. Eileen Wafford: Because some database will separate. You know, healthcare coverage. They'll look for health and care and coverage.
Q. Eileen Wafford: A nice thing about phrase searching is that you can also, in many databases truncate.
Q. Eileen Wafford: So we still want to add the truncation, the asterisk, to the end of the phrase, but you can truncate within a phrase.
Q. Eileen Wafford: So
Q. Eileen Wafford: last question, and again, I did not launch that correctly. What is the purpose of using quotation marks in a database search?
Q. Eileen Wafford: Is it a broad and search, exclude B, or find exact phrases. He says, C. You're correct.
Q. Eileen Wafford: and so I don't. We'll we can return to this later. But before we do that.
Q. Eileen Wafford: What I would like for us to do is to apply truncation and phrase searching to the combined search statement. So in the interest of time.
Q. Eileen Wafford: Let's spend a minute on this.
Q. Eileen Wafford: so we'll go to 1258.
Q. Eileen Wafford: So you don't have to be really comprehensive. Just apply some truncation and phrase, search team
Q. Eileen Wafford: think Milan will look like.
Q. Eileen Wafford: maybe one or 2
Q. Eileen Wafford: and don't forget you can phrase, you can truncate within a phrase.
Q. Eileen Wafford: So this is how my one looked.
Q. Eileen Wafford: so I have minority, African, American, or Asian Americans truncated.
Q. Eileen Wafford: II close all the the multi-word terms and quotation. and when I copy and paste that into pubmed.
Q. Eileen Wafford: but not exactly that one. But when I copy and paste one into pubmed.
Q. Eileen Wafford: it should show.
Q. Eileen Wafford: So let me just give. I'll do. Minority and all minorities.
Q. Eileen Wafford: African Americans. Let's truncate that
Q. Eileen Wafford: be a little different. So you'll see how just truncating African Americans expanded my search because it's looking for all variations of this
Q. Eileen Wafford: phrase.
Q. Eileen Wafford: alright. So I am. We're running out of time.
Q. Eileen Wafford: I'll stay on for additional questions, but I just wanted to show you a quick recap of today. We looked at the prison for prisma S social energy development.
Q. Eileen Wafford: Boolean operators and search tips and techniques
Q. Eileen Wafford: for Part 2. If you want to feel free to apply these, this, the search strategy process, and those techniques to your own research question and come prior to the session between 11 Am. And 1145 Am. On April tenth, and I can. You know we can talk about your search strategy. Your keyword search strategy. So you do have that option.
Q. Eileen Wafford: and we are at the hour. But are there any questions and feel free to go back and practice using these techniques in pop Med.
Q. Eileen Wafford: So let me
Q. Eileen Wafford: start.
Q. Eileen Wafford: So thank you for attending. This is the first time we offer it. So might be a little a few hiccups along the way. But thank you for attending do you have any questions?
Q. Eileen Wafford: Nope.
Q. Eileen Wafford: thank you. I hope to see you on the tenth. Have a great one.
Aneta: Thank you. You, too.
Okay.