http://hdl.handle.net/2374.MIA/6226 Anna Liss Jacobsen 2026-04-08T10:57:59Z http://hdl.handle.net/2374.MIA/6681 Systematic Reviews and Evidence Syntheses Jacobsen, Anna Liss Invited presentation on systematic reviews, evidence syntheses, and a librarian's role on evidence synthesis teams. http://hdl.handle.net/2374.MIA/6671 Experiences of Palliative and End-of-Life Care among Older LGBTQ Women: A Review of Current Literature Valenti, Korijna; Jen, Sarah; Parajuli, Jyotsana; Arbogast, Annabelle; Jacobsen, Anna Liss; Kunkel, Suzanne Background: Understanding end-of-life (EOL) and palliative care continues to grow. However, little attention has been paid to the experiences, preferences, and needs of older lesbian, gay, bisexual, transgender, and queer (LGBTQ) women. While some universal expectations or preferences at EOL exist, this population may not receive adequate or appropriate attention or reporting of unique EOL issues and experiences. Objective: Systematically search for and narratively review existing evidence concerning the expectations, preferences, and needs for palliative and EOL care of LGBTQ older women. Design: A comprehensive literature review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Articles reporting needs, experiences, and perspectives of palliative care and EOL care among LGBTQ older women were evaluated. Measurements: Articles published between 1996 and 2019 were retrieved from PsycINFO, MEDLINE, Cochrane Library, Academic Search Complete, AgeLine, CINAHL, PubMed, LGBT Life, SocINDEX, Women's Studies International, Joanna Briggs Institute, and Open Grey. Results: A total of 16 articles were included. Articles described several concerns for the overall LGBTQ population; however, additional issues and experiences specific to older LGBTQ women were also identified, including vulnerability associated with isolation and poverty, women's social needs and support networks, and preferences for complementary care. Conclusion: There remains a need for further research with older LGBTQ women concerning palliative and EOL care, particularly around preparation for EOL and preferences for support. Inclusion of diverse populations in terms of sexual and gender identification are needed to fully understand how to provide appropriate and preferred support. http://hdl.handle.net/2374.MIA/6669 Transitioning statistics help desk service from in-person to remote: Exploration of risks and opportunities Jacobsen, Anna Liss; Millard, John Objective: Examine initiative to transform student staffed, in-person statistical help desk service from physical to remote service. Setting/Resources: Miami University Libraries have offered a student staffed statistics help desk housed within a branch library. Student staff were recommended by the Math and Statistics department and hired by the Libraries. In Spring 2020, the decision was made to close the branch library and all services and staff integrated into the main campus library. As this decision was being finalized, the University transitioned to remote learning due to the pandemic, forcing a re-examination of physical service offerings. Description: Miami Libraries historically offered in-person, student staffed statistical help. This paper includes a discussion and evaluation of the service from the perspectives of a University Library Administrator and Librarian coordinating the services. A description and plan for the implementation of the in-person to remote service transition was included, to be actualized Fall 2020. The statistics help desk service goals remain unchanged. The first was to help students understand and use statistical theorems and software. The second was to provide student employees with valuable hands-on experience. Conclusion: The current crisis presents risks and opportunities for libraries to step back and evaluate their service offerings in light of their institutional mission and values. In Miami’s case, a key value is a focus on undergraduate teaching and learning regardless of instructional format. When students went remote, we had an opportunity to do the same to continue serving those students. http://hdl.handle.net/2374.MIA/6668 Team teaching anatomy using innovative technology: A case study Jacobsen, Anna Liss Objective: The aim of this paper was to describe a novel team teach approach to teaching an anatomy class using a 3D computer graphics (3DCG) tool. Setting/Participants: Participants were 38 Speech Pathology and Audiology undergraduate students in an introductory anatomy course. Description: A team of three (professor, graduate assistant [GA] and librarian) co-taught an anatomy class and lab activity. The class was previously taught using a 3DCG anatomy tool, Visible Body: Human Anatomy Atlas; however, technological issues impeded class flow. In this class, each team member described the qualities, functions and value of the 3DCG tool and assisted students as they worked through a lab activity. The faculty member provided disciplinary expertise. The librarian provided resource and technical expertise. The GA provided disciplinary and technical expertise and more. Students completed a brief survey. Results: The combined instructional team expertise yielded improved class and lab activity processes using the 3DCG anatomy tool. Although technological challenges were still present, the teaching partnership achieved a more fluid learning environment. Students expressed strong interest in using the anatomy tool beyond the present class. Conclusion: This team teach approach employed a librarian as a resource and technical expert to teach anatomy. It demonstrated that librarians can partner to achieve student learning outcomes beyond the more traditional view of intellectual content taught in the information literacy framework. This has implications for librarian-instructional partnerships in highly technological spaces such as augmented reality/virtual reality labs and makerspaces.