OUWB School of Medicine Faculty Scholarship

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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 Wynn
Intentional 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.
Preserving Patron Privacy in the 21st Century Academic Library
(2015-01) Nichols Hess, Amanda; LaPorte-Fiore, Rachelle; Engwall, Keith D.
For libraries large and small, patron privacy is an important ethical issue. While librarians may espouse privacy and confidentiality as an inalienable individual right, ensuring this right is upheld across library departments can be challenging, especially when 21st century technology tools are considered. For all libraries, developing a privacy policy or statement is an essential initial step in ensuring patron privacy and confidentiality are consistently in force. This article examines how one large Midwestern academic library remedied its lack of a public privacy statement; this case study presents a series of strategies that other libraries can consider for evaluating -- or establishing -- their own public privacy policies.
Exploring information security and shared encrypted spaces in libraries
(Code4Lib Journal, 2015-01-15) Engwall, Keith D.
Libraries are sensitive to the need to protect patron data, but may not take measures to protect the data of the library. However, in an increasingly collaborative online environment, the protection of data is a concern that merits attention. As a follow-up to a new patron privacy policy, the Oakland University William Beaumont Medical Library evaluated information security tools for use in day-to-day operations in an attempt to identify ways to protect private information in communication and shared storage, as well as a means to manage passwords in a collaborative team environment. This article provides an overview of encryption measures, outlines the Medical Library’s evaluation of encryption tools, and reflects on the benefits and challenges in their adoption and use.
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.
Continuing education for medical students: a library model
(Journal of the Medical Library Association, 2015-10) Swanberg, Stephanie M.; Engwall, Keith D.; Mi, Misa
PURPOSE: 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.
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 Nitta
Background 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.
Isolation and comparative analysis of potential stem/progenitor cells from different regions of human umbilical cord
(2016-10-27) Beeravolu, Naimisha; Khan, Irfan; McKee, Christina; Dinda, Sumi; Thibodeau, Bryan; Wilson, George; Perez-Cruet, Mick; Bahado-Singh, Ray; Chaudhry, G. Rasul
Human umbilical cord (hUC) blood and tissue are non-invasive sources of potential stem/progenitor cells with similar cell surface properties as bone marrow stromal cells (BMSCs). While they are limited in cord blood, they may be more abundant in hUC. However, the hUC is an anatomically complex organ and the potential of cells in various sites of the hUC has not been fully explored.We dissected the hUC into its discrete sites and isolated hUC cells from the cord placenta junction (CPJ), cord tissue (CT), and Wharton's jelly (WJ). Isolated cells displayed fibroblastoid morphology, and expressed CD29, CD44, CD73, CD90, and CD105, and showed evidence of differentiation into multiple lineages in vitro. They also expressed low levels of pluripotency genes, OCT4, NANOG, SOX2 and KLF4. Passaging markedly affected cell proliferation with concomitant decreases in the expression of pluripotency and other markers, and an increase in chondrogenic markers. Microarray analysis further revealed the differences in the gene expression of CPJ-, CT- and WJ-hUC cells. Five coding and five lncRNA genes were differentially expressed in low vs. high passage hUC cells. Only MAEL was expressed at high levels in both low and high passage CPJ-hUC cells. They displayed a greater proliferation limit and a higher degree of multi-lineage differentiation in vitro and warrant further investigation to determine their full differentiation capacity, and therapeutic and regenerative medicine potential.
Classroom Connection: Engaging adolescents on weapon safety and cyberbullying prevention
(2020) Lee, Y; Rogers, R; Asantey, K; Seeley, E; Ringgenberg, S; Calloway, S; Hindo, J; Lucia, VC; Wedemeyer, R
Centers for Disease Control and Prevention (CDC) reported 19% of students nationwide were bullied at school and 15% were cyberbullied. Adolescents involved in bullying as victims, bullies, or bystanders are more likely to engage in suicide-related behavior, including the improper use of weapons. Prevention in the pediatric population is crucial, as 87 children, teens, and young adults are injured or killed by guns every day in the U.S.. Early intervention and preventative education may reduce incidents of violence, including in the Classroom Connection partner school district, whose students are referred to the county’s courts (and subsequently youth detention centers) at a disproportionately high rate.
Faculty knowledge and attitudes regarding predatory open access journals: a needs assessment study
(2020-04) Swanberg, Stephanie M.; Thielen, Joanna; Bulgarelli, Nancy
Objective: 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.
Leveraging medical student teaching and communication skills to create a stronger workforce
(2022) Lucia, VC; Jayakumar, M; Shubitowski, TB; Anyadike, KN; Wedemeyer, R
Objectives: 1. Identify the importance of targeted outreach to middle school students to pursue careers in medicine. 2. Summarize best practices for implementing community outreach initiatives in an effort to increase the number of practitioners from backgrounds underrepresented in medicine. 3. Summarize best practices for formalized teaching and communication skills training for medical students participating in community outreach programs. 4. Generate potential session activities which incorporate principles of patient and family-centered care to engage families of middle school students in future outreach activities.
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, VC
Learning 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 skills
Promoting community engagement and activism in high school students
(2022) Vrittanami, L; Marchiori, M; Patel, D; Pataroque, K; Ang, N; Wedemeyer, R
Service learning has been shown to promote cultural and racial understanding and foster a sense of social responsibility amongst students. Additionally, social responsibility is an important facet of community engagement and vital to improving outcomes for marginalized and disenfranchised populations, such as unhoused individuals. Street Medicine Oakland (SMO), a student-run program that provides medical care to unhoused individuals, has partnered with Avondale High School to develop an educational series on homelessness in Oakland County. This project will provide opportunities for high school students to engage in discussions surrounding homelessness in Oakland County and participate in service with medical student leaders from the SMO organization.

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