Browsing by Author "Swanberg, Stephanie M."
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Item Avoiding Unethical Publishers & Determining Journal Quality(2019-10-23) Swanberg, Stephanie M.Learn best practices for vetting open access journals before choosing where to publish and how to avoid falling prey to fake publishing and conference invitations.Item Beyond the Web Tutorial: Development and Implementation of an Online, Self-Directed Academic Integrity Course at Oakland University(Elsevier, 2012-09) Greer, Katie; Swanberg, Stephanie M.; Hristova, Mariela; Switzer, Anne; Daniel, Dominique; Perdue, Sherry WynnIntentional and unintentional plagiarism cases occur frequently and present unique pedagogical challenges for librarians, who often are deemed responsible for ensuring that undergraduates gain a solid understanding of academic integrity issues via information literacy instruction. This article describes the process by which faculty from the Oakland University Libraries and the Oakland University Writing Center developed an online, self-directed academic integrity course aimed at reducing plagiarism on campus. Prior to this course, the library offered a substantially shorter web-based plagiarism tutorial, which was used in course instruction and the Cite Right Program, the writing center's intervention for academic dishonesty. A recent assessment of this tool revealed that it no longer addressed the needs of the campus community. To address its gaps, the library and the writing center collaborated on more substantial content, which is detailed herein.Item Continuing education for medical students: a library model(Journal of the Medical Library Association, 2015-10) Swanberg, Stephanie M.; Engwall, Keith D.; Mi, MisaPURPOSE: The research assessed a three-year continuing medical education-style program for medical students in a Midwestern academic medical library. METHODS: A mixed methods approach of a survey and two focus groups comparing attendees versus non-attendees assessed the program. RESULTS: Eleven students participated in the focus groups. Attendance was driven by topic interest and lunch. Barriers included lack of interest, scheduling, location, and convenience. CONCLUSIONS: Although attendance was a challenge, students valued opportunities to learn new skills. This study show cases a reproducible method to engage students outside the curriculum.Item Dataset from: Research Forum: Creating and Sustaining an Intra-library Venue to Share Library Faculty Research(2019) Thielen, Joanna; Spunaugle, Emily; Swanberg, Stephanie M.This data corresponds to the article "Research Forum: Creating and Sustaining an Intra-library Venue to Share Library Faculty Research"Item Datasets for submitted article titled "A Health Education Partnership Between an Academic Medical Library and Public Library: Lessons Learned Before & During a Pandemic"(2021) Bulgarelli, Nancy; Look, Erin; Swanberg, Stephanie M.; Yuen, Emily W.; Jayakumar, Mithya; Shubitowski, Tyler; Wedemeyer, Rose; Lucia, VictoriaThree datasets for submitted article (see article abstract below): Background: Public libraries serve as community centers for accessing free, trustworthy health information. As such, they provide an ideal setting to teach the local community about health and health literacy, particularly during public health crises like the COVID-19 pandemic. Since 2018, an outreach partnership between an academic medical library and public library has developed, delivered, and continuously evaluated a health education program targeting public library users. Case Presentation: Health education activities were integrated into three existing public library programs: adult workshops, child and family programming, and circulating family activity kits, all of which pivoted online during the pandemic. An interprofessional team approach combined the expertise of academic medical and public librarians, medical school faculty and staff, and medical students in developing the educational programs. A total of 12 in-person and three virtual health education programs were offered and seven health education family kits were launched. Activities were evaluated using program evaluation surveys of the adult and children’s programs. Conclusions: This case report showcases the lessons learned in implementing a longitudinal outreach partnership between an academic medical and public library before and during the COVID-19 pandemic with a look to the future. The interprofessional team approach and flexibility in program design and delivery in both the in-person and virtual environments proved critical to the success of the partnership. This can inspire other libraries to pursue interprofessional collaborations in educating local communities on healthy behavior and health information seeking practices.Item Datasets for submitted article titled "A Health Education Partnership Between an Academic Medical Library and Public Library: Lessons Learned Before & During a Pandemic"(2021-01-22) Swanberg, Stephanie M.; Look, Erin; Yuen, Emily W.; Jayakumar, Mithya; Shubitowski, Tyler; Bulgarelli, Nancy; Wedemeyer, Rose; Lucia, VictoriaThree datasets for submitted article (see article abstract below): Background: Public libraries serve as community centers for accessing free, trustworthy health information. As such, they provide an ideal setting to teach the local community about health and health literacy, particularly during public health crises like the COVID-19 pandemic. Since 2018, an outreach partnership between an academic medical library and public library has developed, delivered, and continuously evaluated a health education program targeting public library users. Case Presentation: Health education activities were integrated into three existing public library programs: adult workshops, child and family programming, and circulating family activity kits, all of which pivoted online during the pandemic. An interprofessional team approach combined the expertise of academic medical and public librarians, medical school faculty and staff, and medical students in developing the educational programs. A total of 12 in-person and three virtual health education programs were offered and seven health education family kits were launched. Activities were evaluated using program evaluation surveys of the adult and children’s programs. Conclusions: This case report showcases the lessons learned in implementing a longitudinal outreach partnership between an academic medical and public library before and during the COVID-19 pandemic with a look to the future. The interprofessional team approach and flexibility in program design and delivery in both the in-person and virtual environments proved critical to the success of the partnership. This can inspire other libraries to pursue interprofessional collaborations in educating local communities on healthy behavior and health information seeking practices.Item Faculty knowledge and attitudes regarding predatory open access journals: a needs assessment study(2020-04) Swanberg, Stephanie M.; Thielen, Joanna; Bulgarelli, NancyObjective: The purpose of predatory open access (OA) journals is primarily to make a profit rather than to disseminate quality, peer-reviewed research. Publishing in these journals could negatively impact faculty reputation, promotion, and tenure, yet many still choose to do so. Therefore, the authors investigated faculty knowledge and attitudes regarding predatory OA journals. Methods: A twenty-item questionnaire containing both quantitative and qualitative items was developed and piloted. All university and medical school faculty were invited to participate. The survey included knowledge questions that assessed respondents’ ability to identify predatory OA journals and attitudinal questions about such journals. Chi-square tests were used to detect differences between university and medical faculty. Results: A total of 183 faculty completed the survey: 63% were university and 37% were medical faculty. Nearly one-quarter (23%) had not previously heard of the term “predatory OA journal.” Most (87%) reported feeling very confident or confident in their ability to assess journal quality, but only 60% correctly identified a journal as predatory, when given a journal in their field to assess. Chi-square tests revealed that university faculty were more likely to correctly identify a predatory OA journal (p=0.0006) and have higher self-reported confidence in assessing journal quality, compared with medical faculty (p=0.0391). Conclusions: Survey results show that faculty recognize predatory OA journals as a problem. These attitudes plus the knowledge gaps identified in this study will be used to develop targeted educational interventions for faculty in all disciplines at our university.Item I Didn't Know That Was Open: Locating and Using Cool Free Quality Content(2019-10-21) Rodriguez, Julia E.; Swanberg, Stephanie M.; Thielen, JoannaLearn about the plethora of quality open content available from peer-reviewed research, data, monographs, textbooks and images and discuss some of the misconceptions about open access.Item Instructional methods used by health sciences librarians to teach evidence-based practice (EBP): a systematic review(Journal of the Medical Library Association, 2016-07) Swanberg, Stephanie M.; Dennison, Carolyn Ching; Farrell, Alison; Machel, Viola; Marton, Christine; O'Brien, Kelly K; Pannabecker, Virginia; Thuna, Mindy; Holyoke, Assako NittaBackground Librarians often teach evidence-based practice (EBP) within health sciences curricula. It is not known what teaching methods are most effective. Methods A systematic review of the literature was conducted searching CINAHL, EMBASE, ERIC, LISTA, PubMed, Scopus, and others. Searches were completed through December 2014. No limits were applied. Hand searching of Medical Library Association annual meeting abstracts from 2009–2014 was also completed. Studies must be about EBP instruction by a librarian within undergraduate or graduate health sciences curricula and include skills assessment. Studies with no assessment, letters and comments, and veterinary education studies were excluded. Data extraction and critical appraisal were performed to determine the risk of bias of each study. Results Twenty-seven studies were included for analysis. Studies occurred in the United States (20), Canada (3), the United Kingdom (1), and Italy (1), with 22 in medicine and 5 in allied health. Teaching methods included lecture (20), small group or one-on-one instruction (16), computer lab practice (15), and online learning (6). Assessments were quizzes or tests, pretests and posttests, peer-review, search strategy evaluations, clinical scenario assignments, or a hybrid. Due to large variability across studies, meta-analysis was not conducted. Discussion Findings were weakly significant for positive change in search performance for most studies. Only one study compared teaching methods, and no one teaching method proved more effective. Future studies could conduct multisite interventions using randomized or quasi-randomized controlled trial study design and standardized assessment tools to measure outcomes.Item A Narrative Literature Review of the Psychological Hindrances Affecting Return to Sport After InjuriesSweeney, Ashley; Kamel-ElSayed, Suzan; Swanberg, Stephanie M.After different sport injuries, athletes may express different psychological emotions that lead to stress. These emotions include anger, fear, frustration, anxiety and depression which may lead to lack of confidence and/or fear of sustaining a new injury. This thesis, in the form of a narrative review, aims to focus on the psychological hindrances that can be present when the athlete is planning on returning to the sport after injury to an anterior cruciate ligament (ACL) or concussion. The review will summarize the shared common and the different psychological hindrances that may be found in athletes after an ACL injury or concussion. A generation of a list for such hindrances will educate others about the psychological barriers which may affect the injured athletes from returning to sport.Item Open Access Cafe: Why Open Access Matters(2017-10-26) Rodriguez, Julia E.; Swanberg, Stephanie M.Learn about open access publishing and why it matters to research and scholarship. Join in the panel discussion with faculty publishing in OA journals. Panel discussion with Valerie Palmer-Mehta, Professor of Communication; G. Rasul Chaudhry, Professor of Molecular Biology.Item Open data: locating & sharing research data to promote global scholarly communication(2015-10-23) Swanberg, Stephanie M.Item Pandemic transition to virtual service- learning for medical students: Creation of health education videos for elementary students(2022) Wedemeyer, R; Swanberg, Stephanie M.; Afonso, N; Lucia, VCLearning Objectives: 1. Develop health educational materials to be used in a virtual environment for elementary students 2. Demonstrate the ability to disseminate age-appropriate information about basic health concepts 3. Work effectively with others as a member of a team 4. Reflect on how to improve their own teaching and communication skillsItem Partnership for Diversity: A Multidisciplinary Approach to Nurturing Cultural Competence at an Emerging Medical School(Medical Reference Services Quarterly, 2015-10) Swanberg, Stephanie M.; Abuelroos, Dena; Dabaja, Emman; Jurva, Stephanie; Martin, Kimberly; McCarron, Joshua; Reed-Hendon, Caryn; Yeow, Raymond Y.; Harriott, Melphine M.Fostering cultural competence in higher education institutions is essential, particularly in training future health care workers to care for diverse populations. The opportunity to explore techniques to address diversity and cultural competence at a new medical school was undertaken by a multidisciplinary team of librarians, faculty, staff, and medical students. From 2011 to 2015, the team sponsored a voluntary programming series to promote cultural competence and raise awareness of health care disparities for the medical school. Thirteen events were hosted with 562 participants across all. This approach to diversity proved effective and could be adapted in any higher education setting.Item Protecting against predatory publishers(2016-11-02) Swanberg, Stephanie M.We all have been contacted by random journals or publishers asking to publish our work, but how can you determine if they are legitimate? In this interactive workshop, participants will learn common characteristics and strategies for identifying predatory publishers.Item Searching & Selecting OA Literature(2017-10-23) Swanberg, Stephanie M.Discover the best ways to locate OA publications. Learn how to select high quality journals for publishing your scholarship.Item Stories from the Field Choosing Authentic Journals to Publish Your Work(2018-10-26) Swanberg, Stephanie M.Review of best practices for vetting open access journals for publication and feature firsthand accounts from our colleagues who have experienced issues with fake/predatory journals.Item Survey instrument and dataset for article entitled "Faculty Knowledge & Attitudes Regarding Predatory Open Access Journals: A Needs Assessment Study"(2019) Swanberg, Stephanie M.; Thielen, Joanna; Bulgarelli, NancySurvey instrument and dataset for published article (see article's abstract below) Objective: Predatory open access (OA) journals’ purpose is to make a profit, not disseminate quality, peer-reviewed research. Publishing in such journals can negatively impact faculty reputations and promotion/tenure. Yet many publish in these journals, either knowingly or unknowingly. A medical school library and university library collaborated to investigate faculty knowledge and attitudes regarding thesepredatory open access journals. Methods: A 20-item questionnaire containing both quantitative and qualitative items was developed and piloted. All university and medical school faculty were invited to participate. The survey included knowledge questions, which assessed participants’ ability to identify predatory OAopen access journals, and attitudinal questions about such journals. Chi-square testing was used to compare differences between university and medical school faculty. Results: A total of 183 faculty completed the survey; 62.7% were university and 37.4% medical school faculty. Twenty three percent had not previously heard of the term “predatory journal” and when asked to review a journal in their field, only 59.9% correctly identified the journal as predatory. Yet, 86.9% reported feeling very confident or confident in their ability to assess journal quality. Chi-square testing revealed statistically significant differences in university versus medical school faculty ability to correctly identify the predatory OA journal (p = 0.0006) as well as their self confidence in assessing journal quality (p < 0.05). Conclusions: The results of this study will be used to develop an educational outreach campaign targeting faculty in all disciplines, including offering in-person workshops and creating dedicated webpages on the libraries’ website on predatory OA journals.