Mentoring Health Science Library Students: Practices and Perceptions from a Regional Program

Objectives: Developing the skills, knowledge, and abilities to be successful in health sciences librarianship is challenging. Only 40% of health sciences librarians in the U.S. and Canada responding to a survey were interested in health sciences librarianship when starting their graduate programs. Only 40% of the 64 institutions offering ALA-accredited MLIS programs offer health sciences librarianship or health informatics in the curriculum. Many of these programs have very few courses addressing the breadth of skills needed in the subspecialty. Mentorship programs focused on health sciences librarianship can bridge the gap for students wanting to explore and gain experience in this specialization.

Methods: We utilize a number of theories and models to engage students and ensure both mentors and protégées receive a quality experience when working on a project. The basis of all of our mentorship comes from the Theory of Cognitive Development and Social Learning Theory. These theories allowed participants to learn from one another and make the program rewarding for both. Within these theoretical foundations, some specific models and theories are highlighted in our program: Vygotsky’s Zone of Proximal Development emphasizes the relationship between mentor and protégée. Both the mentor and protégée work on a feedback loop to enhance their skills both as mentors and protégées. Within the Social Learning Theory, we mainly focus on modeling/observational learning. We have our protégées observe and then model/practice quality health librarianship.

Students applied for consideration as a protégée in the regional program to work on a specific project with the program specialists and program administrators who all are MLIS/MLS-trained librarians. During the first weeks of their internship, they were acclimated to the region and our program. They then began working on a special project in the area of health science librarianship. Recent regional projects focused on diversity, underrepresented communities, and working with diverse populations.

Results: Students met regularly with the program specialists and also received guidance from their academic institution's internship advisors to ensure they were making progress on their projects as well as achieving the goals of their internship program. Students attended staff meetings and shared questions and or findings discovered while working on projects. A unique expectation of the program is that we request/require students to take their projects to a professional library conference or publish a peer-reviewed journal article on their experiences. This helps them learn the art of scholarly tone and writing and provides an additional artifact for their professional dossier.

Conclusions: Our regional program has a history of successful mentoring opportunities for graduate library and information studies students. Through the use of established principles and procedures, students and mentors have reported positive experiences and have been able to use the projects to advance their skills and professional development in the field of health science librarianship.

While no program is perfect, our mentorship program relies heavily on established theoretical foundations and established practices to ensure the best possible outcomes for both the students and the mentors. We hope to continue outreach and engagement with student mentees to assist in filling the need for highly trained health science information professionals.