Thursday, March 12, 2026

Subject Headings explained: Unlock the secret language of the databases

 

We have all been there. You type a perfectly reasonable search into one of the medical databases, hit enter, and find yourself overwhelmed by thousands of irrelevant database results — or frustrated that a search returns almost nothing. Something is going wrong — but what?

The answer is that you're speaking a different language from the database. Medical databases aren't like Google. They aren't built to interpret natural language and guess what you mean. They're built around a precise, controlled vocabulary — and unless you know how to use it, you can leave the best evidence buried.

This post will walk you through subject headings: what they are, why they exist, how to find the right ones, and how to use them to make your searches more comprehensive.


What Are Subject Headings?

Every article indexed in a medical database is read by a trained indexer — a human expert who assigns standardised labels to describe what that article is about. These labels are called subject headings, and they come from a fixed, carefully maintained list of approved terms.

Different databases use different systems:












Think of it like a library catalogue. If every librarian labelled books differently — one calling it "heart attack," another "myocardial infarction," another "MI" — finding everything on the topic would be more difficult. Subject headings solve this by insisting that every article about a heart attack gets the same tag, no matter what term the authors use.

All those terms — heart attack, MI, coronary thrombosis, cardiac infarction — feed into a single subject heading. Search the heading, and you capture them all.

Subject Headings vs. Keywords: What's the Difference?

A keyword search asks: "does this word appear somewhere in the article?"
A subject heading search asks: "was this article tagged as being about this concept?" These are very different questions.

Keywords (sometimes called free-text or text words) search for the word you type — in the title, abstract, or sometimes the full text. They are flexible and can pick up new terminology, but if you miss a synonym, you miss the evidence.

Subject headings search the controlled vocabulary tags assigned by the indexer. They're consistent, precise, and enormously powerful — but they require you to know the right heading to use.













***TOP TIP*** For a thorough search — especially a systematic review or comprehensive literature review — always use both subject headings and keywords together. Subject headings give you comprehensiveness; keywords catch what the subject headings miss. Combining both in a single search is the gold standard approach recommended and practiced by Information Specialists.


How to Find the Right Subject Heading

The good news: you don't have to memorise every single subject heading. Every database has a built-in thesaurus tool to help you find the right heading for your concept.

Step 1: Use the thesaurus or index tool

In Ovid MEDLINE or Ovid Embase, there's a dedicated Map Term to Subject Heading feature, or you can use the Term Finder tool.


                  

In CINAHL via EBSCOhost, use the CINAHL Headings browser. In PubMed, go to the MeSH Database (found under "Explore" in the menu). Type your concept in plain language and let the system suggest headings.

Step 2: Read the scope note

Every subject heading comes with a scope note — a brief definition explaining exactly what it covers and, crucially, what it does not cover. Always read this. It tells you whether a heading matches your concept or whether you need a different one (or several). It is also a good place to find alternative keywords

Step 3: Check the entry terms

Entry terms (sometimes called "see also" terms) are all the synonyms and variant terms that map onto this heading. If you can see your keyword in the entry terms list, you know you've found the right heading.
















Step 4: Look at the tree structure

Subject headings exist within a hierarchy — a branching tree from the very broad down to the very specific. Viewing the tree shows you what sits above your heading (broader concepts) and below it (more specific ones). This is invaluable for deciding how wide or narrow you want your search to be.















Step 5: Test with a known article

If you have a highly relevant article already, look at its subject headings in the database record. This is an excellent way to verify you have the right heading and often reveals additional headings you hadn't considered.


Broadening and Narrowing Your Search

One of the most powerful features of subject headings is the ability to control the scope of your search with surgical precision. You can deliberately cast a wider or narrower net depending on what your research question demands.

Exploding a heading — to broaden

Most databases allow you to "explode" a subject heading, which means your search automatically includes that heading and all the narrower terms beneath it in the hierarchy. This is enormously useful when you want to be comprehensive.

By exploding "Antidepressant Agent," a single subject heading retrieves articles about all antidepressants — including specific drugs — without you needing to list them individually. This is far more reliable than trying to think of every synonym yourself.












Focusing a heading — to narrow further

In some databases, particularly those using the Ovid interface, you can "focus" a subject heading (often marked with an asterisk, e.g. *Hypertension). This restricts results to articles where that heading is considered a major topic — meaning the article is primarily about that concept, rather than merely mentioning it in passing. This is useful when precision matters more than comprehensiveness.

Subheadings (qualifiers) — to narrow

Subject headings can be refined using subheadings (also called qualifiers) — these are standard modifiers that specify a particular aspect of the topic. When you select a subject heading, the database will typically offer you a menu of relevant subheadings to apply.

Common subheadings include:

  • /drug therapy - treatment with medications, e.g. Hypertension/drug therapy retrieves only articles about treating hypertension with drugs
  • /diagnosis - diagnostic aspects, e.g. Depression/diagnosis focuses on identifying and diagnosing depression
  • /surgery - surgical treatment, e.g. Breast Neoplasms/surgery limits to surgical management of breast cancer
  • /prevention & control – preventive measures
  • /epidemiology - incidence, prevalence, distribution
  • /adverse effects - unwanted effects of an intervention

Applying a subheading dramatically reduces noise while retaining highly relevant results.

The tree structure works in both directions. If your search is returning too little, move up the tree to a broader heading and explode it. If you're drowning in results, move down the tree to a more specific heading, or add a subheading to constrain the aspect you care about.

 

Differences Between Databases 

It's tempting, once you've learned MeSH, to assume the same headings will work in Embase or CINAHL. They won't — not exactly. Each database has its own vocabulary, and the headings, though often similar in concept, differ in terminology, hierarchy, and scope.

Embase's Emtree tends to have more granular terms for drugs and pharmacological interventions — useful if your search involves specific medications. CINAHL Headings include terms specific to nursing practice, patient care, and allied health that don't always exist in MeSH. If you are using multiple databases, you will need to translate your strategy into each database's own vocabulary. This can take some time but is a mark of a rigorous, comprehensive search.

Where to get help

if you need help contact the Clinical Librarians for help – we know the quirks of each thesaurus and can translate strategies reliably between databases.

Email: mtw-tr.clinical.librarians@nhs.net















The cognitive effects of dark chocolate: critically appraising a randomised trial

 

Disclaimer: this blog post has been created as an example of critical appraisal and doesn’t constitute medical advice. For expert advice, please speak to your health professional!

With Easter approaching, you may be thinking of chocolate eggs as an Easter treat. But did you know, some studies have explored the health benefits of chocolate eaten in small amounts regularly? In the library team, we encourage and provide training for critical appraisal of research studies. So, we decided to present a critical appraisal of a study about the cognitive effects of eating chocolate – how reliable is the research? Read on to find out…

Photo by Elena Leya on Unsplash

What is critical appraisal?

Critical appraisal is evaluating information to determine its trustworthiness and its relevance to a particular context. There are several published checklists that provide guidance for this evaluation, such as those produced by CASP, JBI and CEBM. Each checklist is usually tailored to a particular type of research study. So first we want to identify – what type of study is the article that we’re looking at?

The article

We’ll be looking at Sub-Chronic Consumption of Dark Chocolate Enhances Cognitive Function and Releases Nerve Growth Factors: A Parallel-Group Randomized Trial by Sumiyoshi et al., published in 2019. It’s a randomised trial so, if taking the CASP checklists as an example, the closest fit will be the checklist for randomised controlled trials.

The article explores the cognitive effects of regularly eating dark chocolate in the medium term, in comparison to white chocolate. If you’re a white chocolate fan, the bad news is that white chocolate contains fewer of the nutrients that have previously been found to have beneficial health effects. The nutrients specifically mentioned in this article are flavonoids – namely epicatechin and catechin - and methylxanthines - namely theobromine and caffeine - with regard to dark chocolate.

The researchers recruited participants to be divided into two groups: one group eating a set daily amount of dark chocolate and the other group eating a set daily amount of white chocolate, over 30 days. They were instructed not to eat any other chocolate during this time and not to exceed more than 3 cups of caffeinated drink per day. At the start of the trial, at the end of the trial and 3 weeks after the trial finished, the key measurements were taken. These included two cognitive tests: the Stroop Colour Word Test (modified), which uses names of colours printed in different coloured ink to test reaction to cognitive interference (disruption to usual thinking/processing), and the Digital Cancellation Test, which involves finding numbers amongst a sheet of digits, in order to measure attention, processing speed and executive functioning. The researchers also measured some physical attributes such as weight, BMI, heart rate and various chemicals in the blood.

Image by Willfried Wende from Pixabay


CASP Section A: Is the basic study design valid for a randomised controlled trial (RCT)?

This study isn’t claiming to be an RCT, rather a randomised trial. This is probably because the factors aside from chocolate consumption (like a participant having extra cake, biscuits etc.!) weren’t absolutely controlled, they were only given limited instructions to follow at home. The lack of control over these other factors could allow them to influence the findings – something to bear in mind.

On the other hand, participants were assigned to white chocolate or dark chocolate randomly using a computer generator, which is good practice. Randomisation is important because it minimises bias. For example, if the researchers were to allocate participants non-randomly, they might assign healthier-looking participants to dark chocolate for better likelihood of outcomes.

Another aspect to mention in terms of study design is the sample size. Twenty students were recruited for the study and two of them dropped out. This is a very small sample which means the reliability of results hasn’t been tested on enough people to be really trustworthy. It suggests that the results might not reflect the wider population. Seeing as the whole sample was made up of healthy undergraduate students (aged 20-31 years), this is even more the case. It means we don’t know for sure if the findings could be applied to other types of people with different ages or health conditions.

Image by mcmurryjulie from Pixabay


CASP Section B: Was the study methodologically sound?

Can you taste the difference between dark chocolate and white chocolate? Probably very easily yes, because white chocolate is much sweeter. So, in this study it wouldn’t have been possible to ‘mask’ or ‘blind’ the participants, to prevent them from knowing which chocolate intervention they received. ‘Blinding’ or ‘masking’ is normally carried out in RCTs when possible, because it minimises bias caused by participants knowing which type of treatment they’ve been given. For example, if a person knows that they are only receiving a placebo (‘dummy drug’) rather than a real drug, their mind and body could actually respond differently than if they believed they were receiving the real drug (known as the placebo effect).

That said, the participants weren’t told the exact objective of the study until after the course of chocolate was complete. In a way, this acted as an alternative form of masking, limiting the influence of participants’ knowledge on outcomes – unless of course they guessed what the experiment might be about! The article also says that the researchers were unaware of which participants were consuming which type of chocolate. This limits the potential bias from researchers’ knowledge of groupings.

Next, we want to know – were the characteristics of the participants allocated to dark chocolate similar to the participants allocated to white chocolate, at the start of the study? If one group was particularly sporty and fit, but the other wasn’t, that wouldn’t be a fair test!  The article tells us that there were no significant differences, so we’re assuming they distributed genders etc. evenly between groups. From the supplementary tables we can see that the weight, BMI, heart rate, blood composition etc. of the 2 groups didn’t vary significantly. This all means there’s low likelihood of any of these factors affecting the results. In that case, if the results show differences between groups, it’s more likely down to the type of chocolate.

Similarly, we want to know if the groups were treated any differently during the trial, besides being given different types of chocolate. Unless the participants had some sneaky extra chocolate or coffee, we know that they followed instructions to limit caffeine intake, refrain from other chocolate and avoid intense exercise. Again, this would prevent other factors influencing results. In other aspects, such as other food or drink intake while at home, we don’t know whether this varied between groups during the trial.

 

Image by Memed_Nurrohmad from Pixabay


CASP Section C: What are the results?

According to the scores from the cognitive function tests, there was some improvement in outcomes for the dark chocolate group, but results were mixed. For example, in the Stroop Colour Word Test, the dark chocolate group showed improved performance after starting the course of chocolate; but the white chocolate group also improved on the colour part of the test. In the third part of the Digital Cancellation Test, the dark chocolate group showed significant improved total performance, but not in the first and second parts of the test (neither did the white chocolate group). Basically, in this study, there are signs of a link between dark chocolate and improvement in cognitive tests, but the pattern isn’t really consistent or strong enough to be completely certain.

The measures of theobromine (a nutrient which previous studies have linked with cognitive performance) from blood plasma show it rose significantly in the dark chocolate group but not in the white chocolate group. Caffeine and other chemicals didn’t show such a significant increase. So, if dark chocolate does improve cognitive function, theobromine is probably at least one of the reasons behind it. Another contributing element that the authors describe is Nerve Growth Factor, which was also elevated in the dark chocolate group compared to the white chocolate group.

The researchers calculated the statistical significance of their results, to show whether the findings were likely to be due to chance (p-values). Overall, some of the measurements couldn’t be said to be statistically significant, but others were, including the increased number of correct answers for the Stroop test in the dark chocolate group.

Image by Mohamed Hassan from Pixabay
 

CASP Section D: Will the results help locally?

So, overall, what should we make of this study? If you are a healthy student (or young adult), aged 20-31, eating around 24g of dark chocolate with at least 70% cocoa every day (cocoa is the key ingredient, so higher percentages may make a difference!), it’s quite likely that your cognitive functioning would be higher than a similar person eating white chocolate (0% cocoa) daily.

However, it’s not so certain whether this applies to the same extent if you are of a different age etc. or if you consume a significantly lower or higher amount of the chocolate per day. There could be some anomalies in cognitive performance even if you mirrored the participants in the study. Meanwhile, you might not be particularly bothered about cognitive performance. You might be more interested in other health factors related to chocolate consumption, such as cardiovascular function, diabetes etc. which aren’t covered in this study. Some other studies have looked at these sort of aspects, both positive and negative (e.g. Morze et al. (2020), Amoah et al. (2022) and Yuan et al. (2017), to name just a few). It really is a case of weighing up the strengths and weaknesses of this study and other studies then coming to a critical judgement depending on your circumstances (and possibly professional advice - health professionals rather than confectionery professionals, that is!). 

Whatever your own conclusions, we hope you can enjoy the spring/Easter season!

(No chocolate was harmed in the making of this blog post…probably.)

We hope you found this article interesting. If you’d like to find further evidence about the health effects of chocolate, you could search on the NHS Knowledge and Library Hub using keywords such as ((chocolate OR cacao OR cocoa) AND (health OR wellbeing OR benefit* OR risk* OR effect* OR outcome*)).

Your library team are always happy to support with locating articles.


Monday, February 02, 2026

Resource of the Month - Clinical Key




ClinicalKey, a clinical search engine by Elsevier, provides an extensive library of multimedia resources designed to support clinical decision-making, medical education, and patient communication. These resources include:

  • Medical and Surgical Images: Access to over 7 million images, including professional clinical photography, radiological scans (X-rays, MRIs, CT scans), charts, and anatomical diagrams.
  • Procedure Videos: More than 12,000 step-by-step videos demonstrating clinical and surgical procedures, many of which are peer-reviewed for accuracy.
  • Presentation Maker: A tool that allows users to export saved images directly into PowerPoint (PPT) files. This feature automatically includes source links and proper citations for educational use.
  • Patient Education Handouts: Over 15,000 customizable handouts that use simplified language and illustrations to help explain conditions and treatments to patients.
  • Clinical Calculators: Interactive tools for medical formulas, dosing, and risk scores integrated into the search results.

How to Access Multimedia

  • Search: Enter a keyword into the main search bar on the ClinicalKey homepage.
  • Filter: Select "Image" or “Video” from the content-type dropdown menu to see both images and videos.
  • Refine: Use the sidebar to filter specifically for "Images" or "Videos," or to narrow results by medical specialty. 


Access Clinical Key via the NHS Knowledge and Library Hub or online www.clinicalkey.com  and log in with your OpenAthens account.

Sign up for free online Clinical Key training sessions here - https://tinyurl.com/n2hjw5en

Tuesday, January 20, 2026

HIW 2026: Translated Patient Information

 

Over a million people in the UK can’t speak English well or at all, according to census data from 2021. One of the themes of Health Information Week 2026 is translated patient information, so here is a brief overview of some useful resources.

The World Health Organization has factsheets on a huge variety of topics, which are available in a few different languages: https://www.who.int/health-topics/. Doctors of the World also have an extensive digital collection of resources: https://www.doctorsoftheworld.org.uk/translated-health-information/

Some UK professional bodies, such as the Royal College of Psychiatrists, have their own translations of health information: https://www.rcpsych.ac.uk/mental-health/translations.

Several health charity websites have translated information for the public, such as Macmillan Cancer Support, Diabetes UK, The British Heart Foundation and Asthma and Lung UK.

MTW and KMMH staff can access patient information, including some translations, via the clinical decision support tools BMJ Best Practice and DynaMed (accessed via Open Athens login).

On BMJ Best Practice, search by keyword for your topic, then navigate to ‘patient information’ on the menu at the top of the page, listed under ‘resources’.



On DynaMed, search for your topic, then on the left-hand menu select ‘patient information’.



Patient information in other languages can be found on ClinicalKey via OpenAthens too.

Please note that these patient information resources are produced by organisations outside the NHS, so check origin of resources for relevance to your context.

The Patient Information Forum has provided some tips about translating patient information: https://pifonline.org.uk/resources/translated-health-information-matters/. The BMA also gives some advice about use of interpreters.

If you have any questions about accessing BMJ Best Practice, DynaMed or any other information resources, please contact the library team: mtw-tr.library @nhs.net

Friday, January 16, 2026

Promoting high-quality health information

 

Health Information Week is nearly here! What activities can you get involved in?

The Library & Knowledge Services team will be hosting stands outside the canteens at Maidstone Hospital (Mon 19th 12:30-13:30), Fordcombe Hospital (Tue 20th 10:30-11:30) and Tunbridge Wells Hospital (Wed 21st 11:30-13:00). Pop along to find out more and to pick up a freebie!

Also, if you are interested, make sure to sign up to our online training before bookings close on MTW Learning/iLearn:

  • Introduction to AI in healthcare: Tuesday 20th January, 9:30 - 10:30 on Teams
  • Evidence search training: Thursday 22nd January, 13:30 - 14:30 on Teams 

Keep an eye on our social media for extra information throughout the week… @mtwnhslibrary



Tuesday, January 13, 2026

Build Your Skills: Upcoming training courses 2026

Our Library and Knowledge Services team offer a comprehensive set of training courses, designed to support MTW and KMMH staff and students with your research, professional development and clinical practice

Don't miss this opportunity to develop skills that will benefit both your career and patient care.


All  our courses are delivered conveniently via Teams, and with multiple dates available for each course, to help you find a session that fits your schedule. Sessions range from 45 to 90 minutes, making it easier to fit into your busy day.

For Those Starting Their Learning Journey:

  • Preparing for Study – Perfect if you're considering further education or returning to academic work after a break
  • Introduction to the NHS Knowledge & Library Hub – Get familiar with the essential resources available to you

Build Your Research Skills:

  • Evidence Search Training – Learn how to find the most relevant and reliable evidence efficiently
  • Searching for Evidence: Beyond the DatabasesNEW for 2026! Discover alternative sources beyond the medical databases and advanced search techniques
  • Critical Appraisal: Quantitative Studies – Develop the skills to evaluate research quality and applicability

Specialist Topics:

  • Health Literacy Awareness Training – Understand how to communicate health information effectively to diverse audiences
  • Introduction to AI in Healthcare – Stay ahead of the curve with insights into artificial intelligence applications in healthcare settings

How to Book

MTW staff: Book via MTW Learning at https://mtwlearning.org/login/

KMMH staff: Book via iLearn at https://ilearn.kmpt.org

Need something more tailored? We also offer 1:1 and group sessions on topics specific to your needs. Simply email mtw-tr.clinical.librarians@nhs.net to arrange a convenient date.


Tuesday, January 06, 2026

Health Information Week 2026

Health Information Week will be running 19th-23rd January and you have the opportunity to get involved! Health Information Week aims to promote the resources and skills needed to effectively find and evaluate high-quality information for better patient/public health outcomes. This year's themes are:

  • Monday 19th – Children and Young People
  • Tuesday 20th - Translated Patient Information
  • Wednesday 21st – Women’s Health
  • Thursday 22nd – Mental Health
  • ​Friday 23rd  – Winter Health

The MTW Library & Knowledge Services team will be hosting stands outside the restaurants at Maidstone Hospital and Tunbridge Wells Hospital - check back nearer the time for more details! Or follow us on Instagram/X for the latest updates @mtwnhslibrary.

Our team will also be running two training sessions during the week: 

  • Introduction to AI in healthcare: Tuesday 20th January, 9:30 - 10:30 on Teams
  • Evidence search training: Thursday 22nd January, 13:30 - 14:30 on Teams 

You can sign up to these sessions on MTW Learning.

Also keep an eye out on our blog and social media for extra information-related tips!

In the meantime, you can find more about Health Information Week on the campaign website.



Friday, November 28, 2025

Make a knowledge pledge

Throughout November, we've embarked on a journey to transform how you find, evaluate, and use clinical evidence. 

Now comes the most important question: What will you actually DO with it?

Knowledge sitting in your head helps no one. Knowledge shared, applied, and mobilised? That changes practice. That improves care. That makes a difference.

This is where your Knowledge Mobilisation Pledge comes in. To put ideas into practice, commit to one action on our knowledge mobilisation ideas wall (this is totally anonymous).

We are using IdeaBoardz - a digital sticky note board - to collect everyone's pledges. 

Access the board here - https://tinyurl.com/bws9xa8h


Then click on the green plus sign to add your own pledge or read, be inspired and like other pledges.

Examples of pledges could be:

  • "I will create a shared folder of useful evidence resources for my department."
  • "I will apply what I learned about Boolean operators every time I search databases."
  • "I will use the 10-minute CASP method at our monthly journal club starting in January."
  • "I will sign up for Coffee Connect and meet someone from a different department."
  • "I will reach out to the library team when I need help searching instead of struggling alone."

As a reminder, here's everything we covered in KNOWvember25:

Week 1: Searching Smart - We kicked off with the fundamentals of effective database searching including turning clinical questions into focused searches using the PICO framework, using Boolean operators and database shortcuts for more precise database searching, all of which you put into practice with our Escape Room Challenge.

Week 2: Keeping Up to Date - We shifted from finding evidence to making evidence find YOU. We showed you how to set up Auto Alerts in OVID Medline, how to never miss key publications from your top journals using journal email alerts and RSS feeds, how to follow professional networks and to bring this all together in your own personal evidence dashboard.

Week 3: Championing Critical Appraisal – we moved from finding evidence to evaluating its quality. You learned about the hierarchy of evidence, identifying different study types, using a CASP checklist in 10 minutes to appraise evidence, and knowing what review type to pick. You could also sign up for our Critical Appraisal training.

Week 4: Mobilising Knowledge - We concluded by putting knowledge into action across the organisation. We introduced you to the NHS Knowledge Mobilisation framework, useful KM resources, and how to share knowledge through getting published. We also launched our Coffee Connect sessions to create new networks (Sign-up still OPEN until the 12 December).

The Clinical Librarian team has loved supporting your learning throughout KNOWvember. 

We are here all year round to help you continue this journey. 

Email us: mtw-tr.clinical.librarians@nhs.net

Wednesday, November 26, 2025

Coffee Connect - Meet Someone New, Share Something Useful!

When did you last have a work conversation with someone completely outside your usual circle?

You probably work with the same 5-10 people every day.

You know your immediate team inside out. You grab lunch with the same colleagues. You solve problems with the same faces around the table.

And that's... fine. But limiting.

Because somewhere else in this trust:

  • Someone has already solved the problem you're struggling with
  • Someone has expertise you need but don't know exists
  • Someone is working on something that complements your work perfectly
  • Someone would be a brilliant collaborator if only you knew each other
Coffee Connect (also known as a randomised coffee trial) exists to make those connections happen. It is one of the tools used for mobilising knowledge in the NHS. Everyone has valuable knowledge. Coffee Connect facilitates the sharing.

The magic is in the randomness. You don't choose who you meet. You don't filter by department or profession or seniority. You get matched with someone you'd never have encountered in your normal working life.

How It Works

Step 1: Sign Up (Deadline: 12th December)

Complete our quick (1-2 minutes) expression of interest form here with:

  • Your name and email address
  • Your role and department

Step 2: Get Matched (Week of 15th December)

We will randomly pair you with someone from a different area.  We aim to match:
  • Different departments (not your own)
  • Different professions where possible
  • Different sites if practical
  • Different levels of seniority (mix it up!)

You will receive an email with:

  • Your match's name, role, and department
  • Their contact details (email and Teams)
  • Optional conversation starters (if you want them)
  • Tips for a great Coffee Connect conversation

Step 3: Make Contact (January/February 2026)

Either of you can reach out first. Send a friendly email or Teams message:

"Hi [Name], we've been matched for Coffee Connect! I'd love to find 30 minutes for a chat. What times work for you next week?"

Flexible scheduling is key. Find a time that suits you both - could be morning, lunchtime, or afternoon/evening.

Step 4: Meet for Coffee (30 minutes)

Choose your format:

Microsoft Teams (Most popular)

  • No travel time
  • Works across sites
  • Easy to schedule
  • Can share screens if discussing tools/resources

In Person (If you're on the same site)

  • More personal
  • Actual coffee!
  • Face-to-face connection
  • Might bump into others

Either works. It's about the conversation, not the format.

Step 5: Connect & Share

30 minutes flies by when you're having a good conversation.


Sign Up Now

Coffee Connect sign-ups close 12th December 2025

👉 Expression of interest form: Coffee Connect - expression of interest – Fill in form

Questions? Email  mtw-tr.clinical.libarians@nhs.net






 

Getting your research published: A guide

Support from your Library Service

Introduction

Publishing your research is an essential part of professional practice and contributes to the evidence base in healthcare. This guide, created by your Library and Knowledge Services team, provides practical support and resources to help navigate the publication process.

 

1.     Choosing the Right Journal

·        Think about which journals you and your colleagues read – If you attend a journal club or reflective reading club, which journals are articles often picked from?

·        Your professional body may have journals to consider – the Royal College of Nursing (RCN)/ Nursing and Midwifery Council (NMC) may have suggestions

·        Who is the audience of your work? Is your research clinical, academic, or policy focused?

·        Is there a pattern to the journals your reference in your work? Looking through your own references, are there any commonly referenced journals?

·        Check a journals scope – Does it publish studies like yours?

Library hints and tips: There are tools online to help your choose a journal: Journal finder (Elsevier), Jane (Journal/Author Name Estimator) or DOAJ (Directory of Open Access Journals)

 

2.     Understanding Journal Metrics

·        Impact factor - The impact factor (IF) or journal impact factor (JIF) is defined as the total number of citations in the past year which were of items published in the journal over the previous two years, divided by the number of “citable items” published at the time. The IF may indicate the quality or significance of a journal, but shouldn’t be considered without other factors. The calculation averaged out any difference between individual papers so can be a misleading representation of the journal as a whole.

 

3.     Avoiding Predatory Journals

·        What is a predatory journal? - Predatory journals deceive authors by claiming to provide peer review and editorial services but in fact publishing anything submitted without proper scrutiny.  Predatory journals use a number of strategies to disguise their true nature, however, with a few precautions and checks it is possible to identify and avoid them.

·        Identifying a predatory journal - A predatory journal/publisher may display one or more of these characteristics:

§  A journal title which can be easily confused with another journal or is misleading

§  Displays of unofficial impact factors

§  False claims of being indexed in major services like PubMed or DOAJ

§  No clear information e.g. publisher address or contact information, no editorial board listed, no information on the policies of the journal, such as peer review, licensing and copyright, or charging 

§  Spams researchers with many emails inviting submissions,

§  Advertises very fast times from submission to publication

§  Publishes out-of-scope articles

§  Publishes nonsense articles

§  No named editorial board or fake affiliations

§  Poor or non-existent editing of articles (many spelling mistakes or very poor grammar)

Library hints and tips: We can help you vet journals using Cabell’s Predatory Reports or Think. Check. Submit. (www.thinkchecksubmit.org )

 

4.     Open Access and APCs (Article Processing Charges)

·        Open Access(OA) – OA publishing enables free and unrestricted access to the research outputs from publicly-funded work. Open access allows all to read published research papers as well as search and re-use the content of papers.

Pros

§  Articles and papers are more accessible

§  Articles have a wider reach

§  May increase citations

§  Often required by funders (e.g. NIHR)

Cons

§  It may involve the payment of an article processing charge (APC) to the publisher so that the article is immediately publicly accessible on a publisher’s website.

Library hints and tips: see Peter Suber, Open Access Overview (definition, introduction)

 

5.     Navigating Author Guidelines

·        Read the journals ‘Instructions for Authors’ before submitting

·        Pay attention to:

§  Word count limits

§  Referencing style

§  Structure (e.g IMRAD- Introduction, Methods, Results, Discussion)

§  Ethical declarations and data sharing requirements

§  Number of tables/ figures allowed

Library hints and tips: we can help interpret complex submission guidelines and formatting requirements

 

6.     Manuscript Preparation, Preparing Cover Letters and Responding to Revisions

·        Manuscript- Follow the standard structure (title, abstract, main text, references, key words). Use reporting guidelines (E.g. CONSORT, PRISMA).

·        Cover letter: brief, polite and professional- explain why the article fits the journal and highlight key contributions

·        Revisions: revisions aren’t uncommon so don’t be put off if you’re asked to revise your work

§  Address all reviewer comments systematically

§  Use a response table to track changes

§  Be professional and polite, even when you disagree

Library hits and tips: Use the EQUATOR Network to find the right reporting guideline. we can review cover letters and help structure your response to reviewers

 

7.     Authorship and ICMJE Guidelines

·        Authorship should be based on:

§  Substantial contributions to the conception or design of the work; or the acquisition, analysis, or interpretation of data for the work; AND

§  Drafting the work or reviewing it critically for important intellectual content; AND

§  Final approval of the version to be published; AND

§  Agreement to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

ICMJE (International Committee of Medical Journal Editors) offers clear criteria – consult it to avoid disputes.

Library hints and tips: we can help you locate guidance on ethical authorship practices to resolve questions around acknowledgements Vs authorship

 

8.     Using AI tools for Support

·        How can AI tools help with publishing?

§  Proof reading tools

§  Grammar checking tools

§  Reference formatting

·        Be cautious!: Always double-check AI- generated content for accuracy. Be aware of copyright when using AI.

 

9.     How the Library Can Help You

·        Your library service is here to support you at every stage:

§  Literature searching

§  Proof reading search strategies

§  Journal selection

§  1:1 consultations

§  Help with cover letters, revisions and publication strategy

·        We have created a Padlet which has links to useful tools and resources to support with your publishing journey.

Please contact the MTW Clinical Librarians via mtw-tr.clinical-librarians@nhs.net for support and training opportunities.

 

 

Acknowledgements

Predatory Publishers - Predatory Journals and Publishers - LibGuides at Library & Knowledge Services for NHS Ambulance Services in England

ICMJE | Recommendations | Defining the Role of Authors and Contributors

finding-journals-to-publish.pdf

open access guidance | Knowledge and Library Services