The plagiarism project

Plagiarism has been a problem plaguing academia for centuries. The Internet has made it easier than ever to copy material from one electronic document and paste it into another. Many cases are unintentional, as writers are unaware of the rules regarding plagiarism. This paper provides an overview of plagiarism and describes a project in which librarians partnered with the assistant dean of a graduate science program to educate students about the perils of plagiarism and encourage ethical writing practices.     

Vulnerable children,communities and schools: lessons from three HIV/AIDS affected areas

The growing number of children made vulnerable by HIV/AIDS threatens the achievement of Education for All (EFA) and Millennium Development goals. Policy recommendations assign schools key roles in meeting the needs of vulnerable children, but there is a dearth of evidence about how vulnerable children and schools interact in AIDS affected communities. Case studies of schools and vulnerable children in Kenya, Malawi and Zimbabwe show that although schools are materially and symbolically well‐positioned to serve as the institutional base to meet the needs of vulnerable children, schools are not accountable for these children and have not reorganised or built capacity to meet their special needs. The Malawi and Zimbabwe cases show that elimination of fees, passive open door policies and exhortations are insufficient measures to bring and keep these children in school. The Kenya case study suggests that investments in long term, well‐resourced local partnerships can be effective.     

Librarians Flip for Students: Teaching Searching Skills to Medical Students Using a Flipped Classroom Approach

This article describes the development of a flipped classroom instructional module designed by librarians to teach first- and second-year medical students how to search the literature and find evidence-based articles. The pre-class module consists of an online component that includes reading, videos, and exercises relating to a clinical case. The in-class sessions, designed to reinforce important concepts, include various interactive activities. The specifics of designing both components are included for other health sciences librarians interested in presenting similar instruction. Challenges encountered, particularly in the live sessions, are detailed, as are the results of evaluations submitted by the students, who largely enjoyed the online component. Future plans are contingent on solving technical problems encountered during the in-class sessions.     

Community Engagement at an Emerging Academic Medical Library: A Three-Pronged Outreach Model

The Oakland University William Beaumont School of Medicine’s (OUWB) service-oriented mission and vision is reflected in all aspects of the school including its culture, curriculum, research, community engagement, and the OUWB Medical Library. Though starting informally, the OUWB Medical Library’s outreach program has matured and now sustains a wide array of activities each year. This outreach program has blossomed into a three-pronged model that is inclusive of activities and endeavors engaging the institution and local community: integrate, partner, and create. Among its successes and challenges, the library’s ongoing outreach efforts have showcased the value of libraries in promoting community health and meaningfully contributing to the institutional mission.     

The Effects of Metaphor Use and Message Format on Cognitive Processing and Persuasive Outcomes of Condom Promotion Messages

The potential of pictorial and verbal metaphors to gain attention and enhance persuasion is considerable. Few scholars, however, have investigated the persuasive effects of metaphor in health messages. We applied a 2 × 2 factorial experiment to examine the effects of metaphor use (metaphor/literal) and message format (verbal/pictorial) on cognitive processing and persuasive outcomes of condom promotion messages. Results showed no significant differences in cognitive processing according to metaphor or format, but there were differences in attitudes and behavioral intentions according to metaphor and format, with literal and verbal messages performing best. Potential explanations for findings and implications for future research and health message design are discussed.     

Controlled before‐after study to evaluate change in evidence‐based practice of speech and language therapy students

Background

The integration of evidence‐based practice (EBP) into speech and language therapy (SLT) curricula has been increasingly encouraged in recent years.

Objectives

The study aimed to evaluate whether an educational module on EBP for undergraduate SLT students can improve their EBP competencies.

Methods

The EBP module, taught by a SLT faculty member and a librarian, was delivered over 2 months. All fourth year SLT students (trained group) and all fourth year psychology students (control group) of the University of Liège (Belgium) were asked to participate in the study. Their performance on an adapted Fresno test was measured before and after the module. In addition, the SLT students took a computer‐based searching task. They were also asked to share their perceptions towards the module.

Results

All the 47 SLT students and 57/108 psychology students took the pre‐ and post‐tests. Although both groups performed similarly at the baseline, only the trained students gained new skills and knowledge. Furthermore, 36 SLT students shared their perceptions on the module and offered suggestions on ways to improve it.

Discussion‐Conclusion

Trained students improved their EBP competencies. Nevertheless, the module could be strengthened along with better integration of EBP into clinical modules and across the curriculum.