Browsing by Author "McClurg, Caitlin"

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    The effect of neighborhood deprivation on mental health in low- and middle-income countries: A scoping review protocol
    (2022-11-08) Sharifi, Vandad; Patten, Scott; Amini, Homayoun; McClurg, Caitlin
    Background: Most environmental research on mental health originates from high-income countries, and information about the rest of the world is very limited. The impact of the environment on mental health can vary depending on socio-cultural contexts. Still, very few studies have explored the association between neighborhood deprivation and mental health in Low and Middle-Income Countries (LMICs). We intend to conduct our exploration of such an association by using a scoping review approach. Objectives: We will address the following broad questions: 1) what does published research in LMIC countries tell us about the evidence regarding the association between neighborhood-level deprivation and indicators of mental health and illness? 2) What are the proposed mechanisms explaining any observed association in LMICs? 3) What are the gaps in research in the LMIC settings that should be approached in future research? Methods: The following stages will be completed: First, we will systematically search for relevant primary studies in electronic databases (Ovid Medline, Scopus, Socindex, Policy Commons, and PsycINFO), citations in the reference lists, and by contacting existing networks and researchers. Then, a two-stage screening procedure will be employed to select the relevant studies. First, we will screen the titles and abstracts and then review the selected full text by two independent researchers. After charting the data from the selected study reports, we will collate, summarize, report, and discuss the results.
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    Evaluating effectiveness of small group literacy instruction for Undergraduate Medical Education students using a pre-post survey study design
    (Wiley, 2015-06) McClurg, Caitlin; Powelson, Susan; Lang, Eddy; Aghajafari, Fariba; Edworthy, Steve
    The purpose of our study was to determine if librarian-led small group information literacy instruction, closely integrated with course content and faculty participation, but without a hands on component, was an effective means to convey evidence based information literacy skills including clinical question formation, resource selection and online searching confidence. Five 15 minute evidence based information literacy sessions were delivered by three librarians to 12 practicing physician-led small groups of 15 students. Students were asked to complete an online survey before and after the lecture and seminar series. Data analysis was through simple descriptive statistics, reporting proportions for question responses. Instruction in a small group environment without a mandatory hands on component had a positive impact on student’s evidence based information literacy skills. Students were more likely to consult a librarian, and had increased confidence in their abilities to search and find relevant information.
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    Learning & teaching about the scholarly communication process: Findings from graduate students and supervisors
    (2022-11-11) Hurrell, Christie; Beatty, Susan; Cramer, Dana; Kardal, Jenna; Lee, Jennifer; McClurg, Caitlin; Murphy, James
    Learning about scholarly publishing is an important part of graduate students’ transition from novice learners to experts in their particular field. However, the complexity of the scholarly communication process, and of the social and emotional factors that accompany it, can be barriers to graduate student learning about academic publishing. This presentation will share insights from focus groups with graduate students and faculty mentors at a Canadian research-intensive university about learning and teaching scholarly communication. The presentation will highlight both areas of overlap and difference in how students and mentors discuss the barriers and enablers to learning and teaching about scholarly publishing. Key findings include differences in learning by program, supervisor, and structured supports. Our study provides insights into how librarians and mentors can better support graduate students as they learn about academic publishing.
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    Learning and teaching about scholarly communication: Findings from graduate students and mentors
    (Johns Hopkins University Press, 2024-01-11) Hurrell, Christie; Beatty, Susan; Murphy, James E.; Cramer, Dana; Lee, Jennifer; McClurg, Caitlin
    Graduate students are increasingly expected to publish peer-reviewed scholarship during the course of their studies, yet predictable mentoring and education on academic publishing is not available to all graduate students. Although academic librarians are well positioned to offer such instruction, their efforts are not always informed by comprehensive investigations of what, and how, graduate students need to learn. This study used focus groups with graduate students and faculty mentors to explore strengths and gaps in current mentoring and learning practices, while also discovering and uncovering suggestions and opportunities for further development in education about scholarly publishing. Thematic analysis of the data revealed that current training and mentorship meet some, but not all, of students' needs and preferences. Future library instruction should employ a blended and compassionate approach to teaching about this complex topic, and this study offers a way forward as librarians-as-partners in scholarly communication.
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    Librarian instructors in an undergraduate science course: a 20 year evolution
    (2021-05-27) McClurg, Caitlin; Lee, Jennifer; Ganshorn, Heather
    "SCIE 311: Write and Review Scientific Reports" is a long-running course at the University of Calgary that seeks to build students' skills as both users and producers of scientific literature. Over the past 20 years this course has increasingly placed emphasis on the student experience with the addition of small group teams, replacing the learning outcomes from writing product to writing process and inclusion of four lectures devoted to in-library learning and free work time. What started with one instructor and one librarian and a group of 30 science undergraduate students has expanded to three sections, with three instructors, three librarians, and 90 second, third and fourth year chemistry, geology and natural sciences students. This session will explain the evolution of librarian involvement as instructors in the course. Notably, librarians have had a supportive environment with creative and critical freedom to suggest changes and expansion to the librarian content. Librarians currently teach critical appraisal, searching, and citation management. Join us for a conversation of what librarian-faculty partnerships look like, and how librarians are partners in student learning and undergraduate research for SCIE 311.
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    Protocol: Drug-induced Depression, An Updated Systematic Review to Inform Clinical Practice
    (2024-09-18) Patten, Scott Burton; McClurg, Caitlin
    Background: The etiology of depression is biopsychosocial, with therapeutic drugs often listed as potential risk factors. However, the role of drugs and medications in depression etiology remains unclear. The objective of this review is to summarize existing evidence etiologically linking therapeutic drugs to depression. Methods: A systematic review will be conducted in a series of stages. As the goal of the review is to assess etiological evidence, issues of confounding (e.g. by illness or by illness severity) and temporality are of paramount importance. Therefore, the review will focus on randomized controlled trials (RCTs) and high-quality prospective cohort studies. With guidance from an academic librarian (CM), a literature search will be conducted in three stages. The first search will be a screening review of published review articles combined with a grey-literature search. The stage I search will be used to develop a list of drugs commonly implicated in depression etiology. A stage II search will cross-reference these drugs against methodological search terms to identify relevant RCTs. This stage will enable identification of a subset of drugs etiologically linked to depression. Finally, this subset of drugs will be included in the third stage of the literature search, which will cross-reference these specific drugs with search terms for prospective cohort studies, allowing of clinically salient observations on the course of drug-induced depression. Covidence will be used to organize and summarize eligibility assessment initially in screening for relevance, subsequently in selection of studies for full text review and finally in data extraction. The Cochrane RoB-2 and Robins-E tools will be used for quality assessment of included studies. Meta-analysis will be used, as appropriate, in analysis of the stage II studies whereas narrative description will be the main strategy for data synthesis of the stage III studies. The review will be reported using PRISMA standards. Discussion: This systematic review will identify three subsets of drugs that may be linked to depression: (1) a set of drugs frequently implicated in causing depression, (2) a subset of this list consisting of drugs etiologically linked to depression according to reasonable standards of evidence, and (3) a summarization of evidence concerning diagnosis and clinical management of drug-induced depression. Such evidence will inform clinical practice by supporting risk-benefit decisions in treatment selection and by providing a better understanding of the side-effect profiles of medical drugs.
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    A scoping review of frameworks that address wellness in medical learners
    (2023-03-21) Hinds, Shannon; de Groot, Janet; Heirali, Alya; McClurg, Caitlin; Kassam, Aliya
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    Supporting Students as Scholars: Using the Library Context to Investigate How Graduate Students Learn About Publishing
    (2023-11-11) Hurrell, Christie; Beatty, Susan; Lee, Jennifer; McClurg, Caitlin; Murphy, James
    Graduate students are increasingly encouraged to publish during their studies. But how do they learn this process? In this study, a team of librarians used focus groups to uncover the process for learning and teaching the “threshold concept” of academic publishing (Townsend et al, 2011). The focus groups, conducted with graduate students and faculty advisors, resulted in a rich qualitative dataset on the context of teaching and learning of academic publishing. Thematic analysis was used to identify key themes emerging from transcripts. Findings from this research indicate that students rely heavily on disciplinary mentors for knowledge and support, and appreciate experiential learning opportunities to scaffold their skills. Noted learning gaps included feeling ready and confident to embark on the publishing process, and realizing that mentors may not communicate tacit knowledge about publishing. Additionally, students emphasized the importance of integrating the mental health and wellness impacts of this topic into instruction. In response, the research team has developed an openly-licensed multimedia instructional guide that covers key topics of interest highlighted by both student and faculty participants. The guide responds to students’ expressed preference for information available to them at the point of need, and has been systematically evaluated by learners. The team will share how the guide is being used in collaborative teaching efforts at our institution. This study contributes new knowledge on how students learn, and faculty teach, skills relating to academic publishing. It also illuminates the unique teaching context of librarians, who typically have limited time to interact with graduate students in the classroom, and whose teaching must complement that of disciplinary faculty. Our collaborative approach to learning and teaching about this topic allows us to harness expertise from across our institution to support the learning needs of graduate students.
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    Supporting Students in the Publishing Process: A Blended Learning Approach
    (2023-04-27) Hurrell, Christie; Lee, Jennifer; McClurg, Caitlin
    This presentation will describe the development and assessment of evidence-informed learning resources for graduate students on the topic of academic publishing. Students pursuing graduate degrees are under increasing pressure to publish, often to bolster their career prospects, or to enhance their university’s profile (1). Although both disciplinary mentors and academic librarians have developed learning resources to help students advance their knowledge and skills about academic publishing, these resources are not always based on a robust needs assessment and may not meet students’ actual learning needs (2–5). In response, the research team conducted focus groups with graduate students to understand what they wanted to learn, and how they wanted to learn it. We found that students are eager for a blended learning approach to this topic that uses online resources to address information gaps at the point of need, combined with more personalized and relational learning spaces to support community and well-being. We will describe how we are responding to student feedback with an online multimedia guide as well as exploring opportunities for learning communities for academic publishing support. We expect that this session will be useful for academic staff, librarians, and others who work to support graduate students’ learning, and for graduate students seeking to learn more about publishing. Attendees will have the opportunity to explore some of the resources already created as part of this project, and to brainstorm with the research team on how to further integrate these concepts into existing learning supports.
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    Vaccination Navigation, Access, and Hesitancy Among Refugees in Calgary, AB: A Scoping Review Protocol
    (2022-08-07) Aghajafari, Fariba; Ness, Alyssa; McClurg, Caitlin; Wall, Laurent; Pooladi-Darvish, Arshya
    Background: The COVID-19 vaccines provide between 80—95% protection against the disease and to reach herd immunity, between 70-83% of the population needs to be vaccinated. Access, as well as hesitancy, to vaccine can affect reaching this target. Refugees and new immigrants are at higher risk of being infected with COVID-191,3, and they may have inequitable access to vaccine. To overcome the inequity to access vaccine and addressing hesitancy in refugees and new immigrants, various outreach programs have been implemented globally 2,3,4,5,6. Objectives: The aim of this scoping review is to explore the model of delivery of Covid-19 vaccination and other common infectious disease vaccinations in newcomers and refugee populations. Method: Articles will be included if they were published in the year 2000 or later, focused on vaccine or immunization delivery, programs, initiatives, or policies among refugees, immigrants, migrants, asylum seekers or newcomers; or addressed vaccine hesitancy; and occurred during epidemic or endemic times. Study designs included in this scoping review will be randomized controlled trials or observational studies. MEDLINE, Ovid Healthstar, OVID Embase, OVID Medline, Web of Science, Scopus, Cumulative Index of Nursing and Allied Health Literature (CINAHL), Science Direct, Academic Search Complete, Google Scholar, Social Work Abstracts, and JSTOR databases were searched using controlled vocabulary terms and keywords for the following concepts: Covid-19 and major immunizations generally administered on a schedule, vaccines OR immunizations, refugees, asylum seekers, newcomers and immigrants. Grey literature was searched using Google’s site search feature for relevant news articles or social media, as well as non-government organization (NGO) and intergovernmental organization (IGO) websites for information specific to those organizations. Articles from academic databases will be exported to COVIDENCE followed by two rounds of screening, including the initial title/abstract review, followed by full text screening. Conflicts will be resolved by the Primary Investigator. Grey Literature will be collected in an excel spreadsheet and included to inform the background and discussion.